lfc>i 5 |epartment of Public Instructio i 



EDUCATIONAL PUBLICATIONS 



tin No. IS 



Vocational Scries No. 10 



Pre- Vocational Agricultural Courses 

for the Public Schools 

of Indiana 




INDIANAPOLIS, INDIANA 
April, 1915 



Department of Public Instruction 

EDUCATIONAL PUBLICATIONS 

Bulletin No. 15 Vocational Series No. 10 



Pre- Vocational Agricultural Courses 

FOR THR 

Public Schools 

OF 

Indiana 



INDIANAPOLIS, INDIANA 

April, 1915 



INDIANAPOLIS: 

\V\I. li. BURFORDj CONTRACTOR KUlt STATE PRINTING AND BINDING 
1915 



Monograph 






Department of Public Instruction 

VOCATIONAL DIVISION 



[CHARLES A. GREATHOUSE 
Superintendent of Public Instruction 



W. F. BOOK 

In Charge of Vocational Education 

Z. M. SMITH 
Slot". Supervisor of Agricultural Education 



Copyright 191.5 by Z. M. Smith 



©CI.A398769 

12) 

MAY I0I9I5 



CONTENTS. 



Page 
Explanation of Courses of Study 4 

Seventh and Eighth Grades, 1915-1916. 

Soils 7 

Crops 19 

Animal Husbandry 23 

Dairying 30 

Poultry 32 

Horticulture 3S 

Seventh and Eighth Grades, 191G-1917. 

Soils 44 

Crops 59 

Animal Husbandry 76 

Dairying 85 

Poultry 87 

Horticulture 89 

High School Courses. 

Soils 109 

Crops 124 

Horticulture 142 

Vegetable Gardening 153 

Animal Husbandry 160 

Dairying 161 

Poultry 165 

Farm Mechanics 169 

Civics 178 

History 193 

Reference Books — 

Soils 216 

Crops 216 

Animal Husbandry 216 

Dairying 217 

Poultry 217 

Horticulture 218 

Farm Mechanics 220 

Lists of Equipment- 
Soils 220 

Crops 221 

Horticulture 221 

Dairying 222 

(3) 



EXPLANATION OF COURSES OF STUDY. 

The Indiana Vocational Education Law makes it obligatory on 
the State Board of Education to make out courses of study in 
agriculture for the seventh, eighth, and high school grades, which 
courses are "to be followed as a minimum requirement." Teach- 
ers are expected to use the courses herein outlined as provided for 
under the law. 

Seventh and Eighth Grades. 

The following courses have been prepared with a full knowl- 
edge of the fact that a teacher who can give but two periods per 
week to the work in the seventh and eighth grades can not cover 
all the work outlined. Due consideration has been given to the 
fact that all communities are not alike and that the same phase 
of the subject of agriculture should not be given equal emphasis in 
all communities. The courses have been made broad and elastic 
enough to meet all conditions. The work should be uniform for a 
given county. The county superintendent should notify his teach- 
ers as early as possible as to which phase or phases of the subject 
will be taken up in the county. It is advisable for the schools 
that can give but two periods per week to agriculture to limit their 
work to soils, or crops, or horticulture, etc. It may be advisable 
in some counties to make the township the basis for uniformity. 
Schools that can give five forty-minute periods per week to the 
subject are expected to do so. In such schools practically all of 
the work outlined for seventh and eighth grades can be covered 
during the year. 

Two years work has been outlined for seventh and eighth grades 
in schools that give full time to the subject. Seventh and eighth 
grade pupils can take the work together. All of the work outlined 
can not be covered by schools that give only two periods per week 
to the subject. 

The work has been arranged in seasonal sequence. No doubt 
there will have to be variations from the given order from time 
to time to meet conditions that may arise in given communities. 

High Schools. 

The high school work is outlined in half-year courses. Two of 
the courses are required for one year's work. Schools that wish 

(4) 



to retain their commissions or certificates are expected to conform 
to the law and follow the state course of study as a minimum 
requirement. A course in agricultural botany does not answer 
the requirements of the law. 

Text-books. 

Text-books should be used for reference purposes only. It is 
a grave mistake to adopt a text as a basis for the work in either 
the seventh and eighth or the high school grades. Lack of interest 
on the part of the pupils and less efficiency on the part of the 
teacher result from a text-book treatment of the subject of agri- 
culture. 

Not one book but several different books should be used. The 
class should be divided into groups of two or more and each group 
should buy a different book from those purchased by other groups. 

Use of Land. 

It is not necessary that the school own land to be managed and 
cultivated by the pupils. The home farms should be drawn upon 
chiefly for land to be used in connection with the school agricul- 
tural work. This does not mean that the father must set aside a 
piece of land to be used by his boy exclusively and in such a 
manner that the father will not realize his regular income there- 
from. The project work should be organized in such a manner 
that the boy can do the regular routine of work assigned by his 
father but at the same time give intelligent and careful attention 
to one particular phase of the work as, for example, corn growing, 
pig raising or gardening. Without the home project work during 
both winter and summer the school agricultural work is in most 
cases meaningless and to a large degree worthless. 

Supervision of Summer Project Work. 

A good teacher of agriculture should be employed in each 
township for a year of twelve months. His business during the 
summer would be to supervise the home project work. Such 
supervision is necessary to the accomplishing of desired results. 

Collaborators in the Preparation of the Courses Herein Outlined. 

The courses outlined in this bullet in were prepared under the 
direction of the State Supervisor of Agricultural Education. 



6 

Members of the faculty of Purdue University and a committee 
of the Indiana Agricultural Teachers Association cooperated in 
the work as follows: 

Soils : 

Professor M. L. Fisher, Purdue University. 

Professor R. C. E. Wallace, Purdue University. 

Z. M. Smith, State Department and Purdue Extension. 

Crops : 

Professor M. L. Fisher. 

F. M. Shanklin, Purdue Extension Department. 

J. C. Keever, Ladoga. 

Horticulture : 

Professor C. G. Woodbury, Purdue University. 
Instructor C. B. Sayre, Purdue University. 
H. V. Raquet, Waveland. 

Animal Husbandry: 

Prof. W. W. Smith, Purdue University. 

F. M. Shanklin. 

A. T. Marvel, Middlebury. 

Dairying : 

Prof. Ralph E. Caldwell, Purdue University. 
J. D. Harper, Purdue Extension Department. 
CO. Tuttle, Atlanta. 

Poultry : 

Prof. A. G. Philips, Purdue University. 
Supt. J. W. Foreman, Petersburg. 

Farm Mechanics: 

Prof. William Aitkenhead, Purdue University. 
A. T. Marvel, Middlebury. 

History and Civics: 

Dr. B. W. Bond, Jr., Purdue University. 

Z. M. SMITH, 

State Supervisor of Agricultural Education. 



COURSES OF STUDY. 
Soils. 

Seventh and Eighth Grades, 1915-1916. 
September, 1915. 
Soil Types. 

I. Material and Equipment — 

Samples of clay, loam, and sandy soils, muck, a hand 
lens for each pupil, pans or heavy paper on which to place 
samples of soil. Note hook for each pupil. 

II. Method of Procedure — 

a. Demonstration Exercises : 

Have pupils secure samples of four particular kinds 
of soil — sandy, clay, loam, muck. 

Other samples should be secured in the community 
by the teacher if possible and studied in class room for 
further identification. 

Examine with the fingers and note differences in the 
grittiness of these different types. 

Explain the reason for the differences in texture and 
color. 

Study under a hand lens each type and note differ- 
ences in size, shape and arrangement of particles. 

b. Home Projects: 

Each pupil should make a diagram of the home farm 
and mark on the diagram the location of the garden, 
and the field or fields to be used for wheat, corn, and 
alfalfa. The samples of soils to be used in the labora- 
tory during the year should be secured by the pupils 
from these fields and gardens. 

Pupils should study the formation of soils as now 
taking place in these fields and gardens. 

ITT. Points of Information — 

All soils except muck or peat are derived from the break- 
ing down and decomposition of rocks. This breaking down 
and decomposition leaves the rock particles of various sizes. 
When the particles are rather coarse so that they can be 

(7) 



8 

easily felt and seen, they are called sand, and a soil made 
up largely of such particles is called sandy soil. When the 
particles are so small that they seem like powder, the soil 
which they make up is called clay or clayey. When fine 
and coarse particles are about evenly mixed, the soil thus 
formed is called loam. Muck or peat soils are derived from 
a decay of plants in swamps or shallow lakes. These soils 
are the accumulation of ages of growth and decay. The 
mass of the soil is almost entirely vegetable matter, but it 
contains more or less of rock particles which have been 
washed in to the depressions from which the muck has been 
formed. 

There are several agencies which help in the formation of 
soils. Water is perhaps the most active agent. When it 
soaks into the rock and is frozen, it has a tendency to break 
the rock into particles. When it runs over the rock sur- 
face or rolls rock particles over each other, there is a wear- 
ing away of the rock particles into smaller particles. When 
ice and snow accumulate into a glacier and move over the 
surface of the earth there is a grinding and crushing of 
the rock particles until they are so fine that when the glacier 
melts they remain behind as soil. Quick changes of tem- 
perature in some parts of the world affect rock particles in 
such a way as to burst them apart. The throwing out of 
the dirt from burrows by burrowing animals is also an 
agency in the formation of soils. 

The different kinds of soils mentioned above have dif- 
ferent properties of weight, color, temperature, size of par- 
ticles, power of retaining moisture, etc. These properties 
are called physical properties. Two words are used in con- 
nection with physical properties which should be thor- 
oughly understood. The term "texture" refers to the char- 
acter of the particles whether they are fine or coarse. The 
term "structure" refers to the arrangement of these par- 
ticles in crumbs. In sandy soils there is practically no 
structure because the particles do not stick together, but 
in loams and clay soils the particles stick together easily and 
have crumbs of various sizes. Large crumbs are called 
clods. 



October, 1915. 

Weight of Soils. 
I. Material and Equipment — 

One gallon buckets or cigar boxes, pair of either spring 
or balance scales, one gallon of each type of soil. 

II. Method of Procedure — 

a. Demonstration Exercises: 

Weigh a measured quantity of the different types of 
soil. 

Calculate the weight per cubic foot of each type. 

How does the structure of good soil affect the weiglil ? 

Explain why sandy soils are considered "light." 

What effect does organic matter have on the actual 
weight of a soil? 

b. Home Projects: 

The samples of soils should be those collected from 
the home fields and gardens. Plans should be made 
for adding organic matter to the clay and sandy soils 
in the gardens and in the fields to be used for coin <>r 
alfalfa. 

III. Points of Information — 

Soils are usually spoken of as being "heavy" or "light." 
These two terms do not refer to the actual weight of the 
soil in pounds, but to the ease of cultivating. Soils which 
contain a good deal of sand are called light soils because 
they are easy to plow and cultivate and never produce clods. 
Soils which have a large amount of clay material and not 
much vegetable matter in them are spoken of as heavy soils. 
These soils, when they are dry, form hard clods and are 
difficult to plow and cultivate. Light soils, being sandy, 
usually drain quickly and warn up early in the spring and 
are adapted to early crops like vegetables. Heavy soils 
drain more slowly and do not warm up so quickly and are 
better adapted to summer crops like corn. 

In actual weight sandy soils are the heaviest and muck 
or peat soils lightest. Loams and clay soils are medium 
weight. Sandy soils often weigh as much as 100 lbs per 
cubic foot, while garden loam soil will not weigh more than 
about 70 lbs. The amount of vegetable (organic) matter in 



10 

the soil not only affects its actual weight but also affects the 
ease with which it can be tilled. The more organic matter, 
the lighter its weight and the easier it is tilled. 

November, 1915. 

Porosity of Soils. 
I. Material and Equipment — 

One half gallon of each type of soil thoroughly dried 
and pulverized, bottles with bottoms removed, racks for 
bottles, four glass tumblers, one graduate. 

If. Method of Procedure — 

a. Demonstration Exercises: 

Remove the bottoms from four quart bottles and 
make a rack for holding these inverted. Fill each with 
a given amount of each of the four soils. Add a defi- 
nite amount of water simultaneously to each of the 
four bottles and note time necessary for the water to 
percolate through the soils in each bottle. 

Note total amount of water each percolates from the 
time the first drop falls until dripping ceases. 

Compact sand and clay soils in these bottles for a 
second phase of the exercises and add a definite amount 
of water as before. Take readings and compare with 
the first part of the exercise. 

Why does the water percolate faster through sand 
than clay soil? 

Does compacting affect the rate of percolation in 
sand? In clay? Why? What effect does the soil 
type have upon drainage requirements? 

b. Home Projects: 

The pupils should make a study of the soils and 
drainage conditions in the home fields and gardens. 
Does the water percolate down through the soil after 
a rain or does it pass away over the surface to a great 
extent? Plans should be made to improve the porosity 
of soils through which the water will not percolate. 

III. Points of Information — 

If a tumbler be filled with shot, it can easily be seen 
that there are spaces left between the particles. If shot 
are of different sizes, the spaces will be different. If the 
tumbler be filled with shot of various sizes, the nature of 



11 

the spaces will be still different. These different sized shot 
may be used to represent the different sized particles that go 
to make up the soil. When these different sized particles 
of soil are massed together, there are spaces left between 
them. These are called pore spaces. Now the pore spaces 
in the soil are influenced not only by the size of the particles 
making up the soil, but by the amount of organic matter 
in the soil and the way in which the soil is compacted. A 
loose soil will have more pore spaces than a compact soil. 

A soil which has large pore spaces takes up rainfall very 
quickly while one with small pore spaces allows a dashing 
rain to run off its surface before it can soak it up. It can 
be seen, therefore, that a sandy soil, which has large pore 
spaces, will absorb a rain quickly and let it percolate down 
through its mass without much resistance, but in the case 
of a clay soil, the pores are so small that the water cannot 
enter readily and a great deal of the rainfall will run off 
the surface and such as does enter the soil will percolate 
slowly, due to the small sized pores. Thus it can be seen 
that a sandy soil does not require much tile draining, while 
a clay or loam soil will require more drainage. 

December, 1915 

Physical Effect of Lime on Soils. 
I. Material and Equipment — 
One quart of clay soil. 
One-fourth pint of slaked lime. 

Two 8-inch test tubes or two long olive or pickle bottles. 
Two tin pie pans. 
One tablespoon, one teaspoon. 
One-fourth pint of decomposed, pulverized organic matter. 

II. Method of Procedure — 

a. Demonstration Exercises: 

1. Add a tablespoon ful of lime to a half pint of clay 
soil. Mix with water to the consistency of a thick 
batter. Mix another half pint of clay soil to the con- 
sistency of a thick batter, without adding lime. Have 
both samples equally wet. Dry both samples thor- 
oughly and note which can be pulverized most easily. 
With a half pint of clay soil mix one-fourth pint of 
organic matter. Make a batter. Does this sample 



12 

crumble as readily as the sample containing lime? 
Would it be advisable to add either organic matter or 
lime to heavy clay soils? Why? Which would be 
better for permanent improvement? What is an eco- 
nomical way of adding organic matter to soils? 

2. Fill each of the test tubes or long small bottles 
with water. Into each container put one tablespoonful 
of clay soil. Into one of the containers put one tea- 
spoonful of lime. Shake each container vigorously. 
Set them aside and note results. In which does the 
water clear up first? Why? 
b. Home Projects: 

Have the pupils study with their parents the clay 
soils to be used for growing corn or vegetables. If 
these soils need organic matter, provision should be 
made for supplying it. If organic matter cannot be 
supplied, lime should be used. Care must be taken in 
applying lime, because there is danger of burning out 
the organic matter already in the soil. 

III. Points of Information — 

Under the natural conditions the soil particles cling to- 
gether and form crumbs of varying size. It is this crumb 
structure of the soil which, when it is plowed and cultivated, 
at proper moisture conditions, makes the soil mellow and 
easily pulverized. A soil which has good crumb structure 
is easily drained because the water finds it easy to move 
downward through the soil to the tile. Of course in sandy 
soils we find no crumb structure, but most of the loam soils 
and the better clay soils have a good crumb structure which 
enables them to permit drainage to good advantage. 

Where the soil lacks good crumb structure it is possible to 
bring about a better condition. Two or three things are 
necessary to do this. 

1. The ground should be plowed and cultivated only 
when the moisture condition is right. This condition can 
be determined only by the farmer who is handling the par- 
ticular soil. 

2. The introduction into the soil of organic matter in the 
form of stable manure or green manure will have a tendency 
to improve the crumb structure. 

3. The application of lime to the land will have a decided 



13 

effect upon its flocculation. One can observe the effect of 
lime by taking a teaspoonful of soil and stirring it thor- 
oughly in a pint of water, then putting in about a teaspoon- 
ful of lime and stirring it thoroughly and letting it settle. 
If observed closely, it can be seen that the particles of soil 
are settling in little flakes or floccules. The lime has a ten- 
dency to bring the individual particles together into little 
flakes. A similar action takes place in the soil when lime is 
applied. If lime is applied to the land for the purpose of 
influencing its granulation, as much as two tons to the acre 
should be used. 

January, 1916. 

Physical Effect of Organic Matter on Soils. 

I. Material and Equipment — 

One half gallon of clay, one half gallon of muck, six small 
tin or galvanized troughs, 1 pint of lime. 

II. Method of Procedure — 

a. Demonstration Exercises: 

Make a batter of clay soil. To one-half of the batter 
add one-half as much muck soil. Mix thoroughly. Kill 
a small tin or galvanized trough with the batter of clay 
and dry thoroughly. Do the same with the mixture of 
clay batter and muck. Remove from the troughs and 
note how much more easily the sample containing muck 
may be crumbled than the sample without the muck 
soil added. 

Repeat exercises, using lime instead of muck. Would 
it be advisable to add organic matter or lime to heavy 
clay soils? Why? 

Suggest an economic way of introducing organic 
matter into soil. 

Explain the effect of the lime in this exercise. 

b. Home Projects: 

If there are plots of clay soil in the gardens, or the 
fields to be used for corn or alfalfa, plans should be 
made for supplying organic matter to be plowed under. 
Pupils should report on information obtained from 
parents and neighbors as to their experience in plowing 
under clover, alfalfa, rye, cowpeas, or soy beans. 



14 

III. Points of Information — 

The term organic matter refers to any body which has 
or has had life. "When speaking of the organic matter in 
relation to soils, we refer to plant bodies. The decay of 
plant bodies or vegetable matter in the soil is highly bene- 
ficial to the physical character of the soil and to the pro- 
duction of crops. Where there is a good deal of organic 
matter in the soil, the land will plow easily, hold moisture 
well and be easy to cultivate. The decay of the organic 
matter also adds plant food .to the soil. 

Organic matter can be added to the soil in the form of 
manures from the stables or sheds, or, by plowing under 
green crops of rye, clover, cowpeas, soy beans, etc., or, by 
the plowing under of the stubble which remains from a 
previous crop residue. Perhaps the best method of getting 
organic matter added to a large area in a uniform way is 
to plow under a green crop. Few farmers have enough 
stable manure to cover a large area. 

February, 1916. 
Drainage. 

I. Material and Equipment — 

Four tomato cans, clay, sandy and loam soils (1 quart 
each), muck, radish, lettuce, or clover seed. 

1 1 . Method of Procedure — 

a. Demonstration Exercises: 

Demonstrate the bad effects of free water on plant 
growth by planting seeds in soil which in one ease is 
kept saturated with water and in another where only 
enough water is added to keep the soil nicely moist. 

A couple of old tin cans filled with soil will answer 
very well for this exercise. Punch holes in the bottom 
of one to afford drainage and leave the other without. 
In which case do the seeds germinate most readily? 
After standing for sometime, note the relative condi- 
tions in the plant growth. Why these conditions? Ex- 
plain the effects of drainage. 

b. Home Projects: 

Have pupils observe growth of crops over or near 
tile drains and compare with growth of crops on un- 
drained areas. 



15 

Have pupils plan a system of drainage for the un- 
drained fields at home. Have them draw plans of the 
tile drains that have been laid in the fields at home. 
III. Points of Information — 

By drainage is meant the removal of the surplus water 
from the soil. This may be done either by means of open 
ditches or by means of tile drains. There are several 
reasons for draining the land. 

1. The land is ready for tillage earlier in the spring. 

2. Larger yields are produced. 

• \. The quality of the crop is better. 

4. The land is easier plowed and cultivated. 

Drainage also affects the temperature, aeration, moisture 
and available plant food in the soil. Well drained lands 
have a higher temperature than soils that are not drained, 
consequently a well drained field can be planted earlier in 
the spring than an undrained field. Where the land is 
drained the air has a chance to get into the soil and aerate 
it. This aeration will furnish better conditions for the 
growth of the plant roots and helps to make the elements 
of plant food available. In a drained field the roots of the 
plants can extend throughout a larger volume of soil and 
thus come in contact with a larger amount of plant food 
and moisture and consequently the plants will thrive and 
withstand dry weather better than on undrained land. The 
fact that the roots can grow throughout a larger volume of 
soil enables the plants to have a larger supply of moisture 
for the dry seasons. 

The depth to which land should be drained varies some- 
what but it should be drained deep enough so that the roots 
of the plants may have three feet or more of soil to grow in. 

March, 1916. 
Seed Bed Preparation. 
I. Material and Equipment — 

Four lamp chimneys, two gallons of sandy soil, some fine 
clods, one pint of wheat chaff, one quart of loam, four shal- 
low pans or one long pan. 
II. Method of Procedure — 

a. Demonstration Exercises: 

Demonstrate the effect of plowing under cloddy soil 
or large amounts of undecayed organic matter, on the 



16 

rise of capillary water. Also the effect of disking or- 
ganic matter into the surface soil before turning under. 
Use four lamp chimneys, numbered 1, 2, 3, and 4. Fill 
all to a depth of five inches with a sandy soil. Finish 
filling No. 1 using good loam soil. On top of the sand 
in No. 2 put one inch of wheat chaff well packed down. 
In No. 3 put two inches of fine clods. Finish filling 
Nos. 2 and 3 with loam soil. Complete the filling of 
No. 4 by using a mixture of loam and the same amount 
of chaff used in No. 2. Set all chimneys in about one 
inch of water. Observe and explain results. 
b. Home Projects: 

The pupils should follow instructions carefully in 
the preparation of the seed beds for their home proj- 
ect work with corn, alfalfa, or vegetables. 

111. Points of Information — 

If conditions are favorable it is advisable to plow your 
ground in the fall, especially in the northern part of the 
state. The frost will help to mellow it, Ground that will 
puddle or ground that will wash during the winter, should 
not be plowed before spring. Spring plowing should be 
done as early as possible. The depth of plowing should be 
determined by the character of the soil, and, to some extent, 
by the previous crop. Double disk the land before plowing 
to insure the most thorough pulverization of the whole fur- 
row slice, and so that large air spaces may not be left under- 
neath. 

The ground should be thoroughly pulverized. Make the 
seed bed for your corn as good as the expert gardener makes 
for his garden seed. 

April, 1916. 

Commercial Fertilizers. 
I. Material and Equipment- 
Samples of different kinds (not brands) of commercial 
fertilizers, tomato cans. 

II. Method of Procedure — 

a. Demonstration Exercises : 

Study the characteristics of the different kinds of 
fertilizers until the pupil can recognize each kind by 
sight, taste or smell. Many of the large fertilizer man- 



17 

ufacturers will furnish samples in small bottles at cost 
of transportation. 

Fill two tomato cans with muck. Mix a small amounl 
of potash with one sample before filling the can. Plant 
seeds in the muck. In which do the seeds germinate 
better and in which do the plants grow better ? 

Use samples of different kinds of fertilizers on clay 
and loam soils, 
b. Home Projects: 

Make fertilizer tests on soils in the gardens and fields 
at home. For this purpose use plots about 1 rod wide 
and eight rods long. Leave an unfertilized space of 
about three feet between each plot, The diagram that 
follows shows the arrangement of the plots and the kind 
and quantity of fertilizing material to be used. This 
may be varied, of course. 

(See Vivian, pages 226-227). 



No Fertilizer. 



15 lbs. Nitrate of Soda. 
15. lbs. Sulphate of Potash. 
30 lbs. Acid Phosphate. 



30 lbs. Acid Phosphate. 
15 lbs. Sulphate of Potash. 



No Fertilizer. 



15 lbs. Nitrate of Soda. 
15 lbs. Sulphate of Potash. 



2—3385 



L8 



L5 ll.s. Nitrate of Soda. 
30 ll.s. Acid Phosphate. 



No Fertilizer. 



I I . Points of Informal ion — 

ho not attem.p1 to build up your soil by the use of com- 
mercial fertilizer alone II' used in connection with the 
potation of crops, drainage, legumes, and manure, a formula 
containing ten per cent, available phosphoric acid and two 
to live per cent, potash is recommended. Two hundred 

pounds per acre may he applied when planting the corn by 

distributing ii along the entire row with a fertilizer attach- 
ment on the planter. If heavier applications are to be made 

they should he made with a wheal drill before the corn is 
planted. 

Crop rotation is necessary to soil improvement-. Plan to 

have for your com ground a field having produced ;i Legume 
the year before. Corn should not follow com, as a rule. 
Manure is excellent material for soil improvement. This 

may he applied at the rale of I'roin 10 to If) two horse wagon 

Loads (I" to L5 tons) per acre. H should generally he up 

plied before plowing and the Land disked so as to somewhat 
mix (he manure with the surface soil before plowing it 

under. If applied after the ground luis been plowed, it 

should he thoroughly worked into the soil before the corn 
is planted. Reinforce each ton of manure with 50 pounds 
of acid phosphate HI'. ), which may he spread on the lop 
of each load and spread on the ground along with the 

manure. This treatment will render the use of Large 

amounts of mixed fertilizer unnecessary. 



1!) 

CROPS 

Seventh and Eighth Grades. 

September, 1915. 

Corn -Seed Selection. 

Material and Equipment — 

1. As many types of racks for drying seed corn as yon 

can devise or find. Other methods of caring for 
corn as banging from rafters, etc. 

2. A few stalks thai are as near the ideal as possible, be- 

fore visit ing t he field. 

){. Some gOOd seed ears. 

1 demonstration Exercises — 

1. Go into the field and study types of stalks and ears. 

This may he preceded by a Laboratory period in the 
school. 

2. (lather ears I'or seed ;ind use racks and oilier devices 

for banging to dry. 

3. Compute area planted by one good ear of corn. 
Points of Information — 

Seed corn may he selected (1) early in the fall before il 
freezes, usually in September or October. (2) At, the 

time of busking by baving a box or bay for the besl 

ears. (3) In the spring from the crib. 

All three methods are practiced hut with different results. 

The first, method h;is several advantages over the oilier 

two. The corn should not be left to freeze in the 

field and the stalk should he considered in making the 

selection. The work is of sufficient importance, as may 
be seen by Exercise 3 above, to give one's whole alien 

lion to the matter, which is not possible at busking lime. 

In selecting the corn, consider the following points: (1) 
The ear should be from a stalk standing erect. (2) 

The ear should bang about midway of the stalk at con 

venient beight for busking. (:5) The ear should point 

slightly forward, not downward nor straight up. (4) 
Seed corn should be selected from stalk growing under 
normal conditions, by which we mean that when a stalk 
produces a better ear than Ihose about il, and no good 
reason can be assigned, if is probably one of more 
inherent merit than where unusual sp;ice or excessive 



20 

fertility explains the good ear. (5) Finally the ear 
should be so suspended that it will get a good circula- 
tion of air and should not be subjected to extreme heat 
or cold. Dry cellars, basements or attics, if free from 
mice and rats, may be used for storing corn. The use 
of screen wire to keep away mice and rats, and moth 
balls or naphthalene to protect from grain moths, is 
recommended when the corn is finally stored for the 
winter. 

October, 1915. 

Corn — Harvesting. 
Material and Equipment — 

1. A stalk of corn with ear or ears. 
Demonstration Exercises — 

1. Inspect a field being hogged off to note the amount 

of waste. 

2. Inspect the harvesting of corn as silage. 

3. Study the amount of plant food lost by letting corn 

stand in field. 

4. Inspect the corn being harvested in shocks. Measure 

and calculate difference in surface area between 
large and small shocks. Why make large shocks'? 

5. Examine corn in field and in shock at this date to 

note degree of dryness. Is it dry enough to crib? 
Points of Information — 

1. Husking from the standing stalk is the most common 
and most wasteful method of harvesting corn, but 
it is probably the most economical of labor and time 
and permits larger areas of corn than any other 
method. Little use can be made of the stalks, and 
such use as is made by pasturing the stalks is not 
economical of feed or live stock. Some experiments 
have been made as to making silage from the dried 
stalks, which would make such feed more palatable. 
It may be that such a waste as this keeps the farmer 
from making money or it may be that the labor sav- 
ing feature is making the farmer money, depending 
upon the situation. Discuss this point in class. 
With higher priced land and more complex indus- 
trial conditions the farmer is being forced to change 
his methods of corn harvesting. 



21 

2. The second method of harvesting most used is cutting 
and shocking the corn. This is done when the lower 
leaves and husks show signs of ripening. Why is 
there greater waste of feed in small shocks than 
large ones? Are the dried stalks regarded as feed 
of high quality? What change of method in har- 
vesting does this suggest? 
3. The soiling method is cutting and feeding the corn while 
green. This is done just after the roasting ear stage 
and makes use of more of the stalk. 

4. Hogging off corn is coming into greater use every 

year and is recommended by the results from several 
experiment stations as economical. It is best to use 
fences and pasture a small area at a time. Twenty 
to twenty-five hogs per acre is about the best num- 
ber. Begin about September 1. Dry autumns are 
more favorable for this method than wet autumns. 
The economy is in having the hogs do the harvesting, 
leaving the stalks and fertilizer distributed over the 
field. 

5. Siloing has three advantages. 

a. Saves entire crop. 

b. Enables farmers to handle larger number of live 

stock. 

c. Convenient method of handling the crop. No 

more work to put in silo than in shock. 

November, 1915. 

Corn — Shrinkage. 

Material and Equipment — 

1. Ears of corn from field, some dry ears from last year's 

crop. 

2. A pair of balances, or spring scales, if the former is 

not available. 

3. A tapeline. 
Demonstration Exercises — 

1. Get ears of corn from the field. Weigh at once. Hang 

up and let dry. Weigh again after three or four 
weeks. 

2. Measure accurately the length and circumference of 

the ears when gathered and again after drying for 
three or four weeks. 



22 

3. Get a quart of shelled corn from the elevator or home. 

Weigh, dry by the furnace for a few days and weigh 
again. 

4. Calculate the percentage lost in weight in several of 

the tests above and determine the comparative prices 

of corn held through the winter. 
Points of Information — 

Some careful experiments have been made to determine 
if any definite data could be given out regarding the 
percentage of shrinkage, but different seasons and soils 
and strains of corn make considerable fluctuation. 
Bowman and Crossley indicate that an average of 16% 
between November and March for usual conditions 
could be used as a basis for computation at least. The 
breeders of different kinds of seed corn will often give 
some good data in their advertising circulars. This 
shrinkage is due to the presence of moisture that dis- 
appears slowly until the minimum is approached in the 
following summer. To be sure, the shrinkage continues 
very slowly a second or even a third year but is of 
little consequence. At the Iowa Station the shrinkage 
was greatest in November, and then with little loss 
until March. The shrinkage Tor that month, April and 
May are the high months for the year. After Novem- 
ber the practical side of this work is evident when we 
compare price quotations for a few years, and the ques- 
tion that comes to the farmer is when to market his corn. 

December, 1915. 

Purity of Seeds. 

Material and Equipment — 

1. Samples of clover, alfalfa and timothy seed. 

2. Any weed seed collection available, or get a few huck 

horn, pigweed and other common seeds that may be 
identified. This should be provided in the fall 
months. 
Demonstration Exercises — 

1. From one hundred clover or other seeds count the 

weed seeds and determine percentage of purity. 

2. Put 200 pure seeds to germinate to see what percent- 

age will grow. 



23 

Points of Information — 

The importance of good seed should he impressed. It is 
fundamental as the source of the new crop. It 
should contain vitality; it should be free from weed 
seeds and other foreign material ; it should be true 
to name, free from disease and well bred. There 
arc many things, we see, to be considered. Tt will 
be seen from Exercise 1, above, that farmers sow 
every spring very many weed seeds with their grass 
seed. By purity of seed we mean only thai the 
seed be free from foreign material, but it is a good 
lime to impress the importance of good seed as well. 

January, 1916. 

Clover. 

Material and Equipment — 

1. The teacher should have dried specimens of as many 

kinds of clovers as are obtainable, such as Little 
Red, Mammoth, White, Alsike, Crimson. 

2. Get seeds of each kind of clover from a grain dealer. 

3. Metric scale. 

4. Small lens. 
Demonst rat ion Exercises — 

1. A simple drawing of the rod system should be made 

of each plant. 

2. With the metric scale and under the lens measure each 

different kind of seed and record. Make drawing 
of same and note the characteristic color. 
Points of Information — 

A brief description of each kind of clover should be had. 
This may be found in many places but Purdue Exten- 
sion Leaflet 31, Chapter XIII of Fisher and Cotton's 
Agriculture for Common Schools, Wilson and Warbur- 
ton's Field Crops, Chapter XVI II, will be found satis- 
factory. Note the kind of soil, preparation of seed bed, 
use of nurse crop, etc. Note that some clovers like 
Little Red are biennial, while the White and Alsike are 
perennial and the Crimson is an annual. What effect 
would that have upon their use in a rotation ? 

Discuss why the red clovers are most common. Note the 
differences in quantity of seed and the price of same. 



24 

Emphasize the need of clover and its use as soiling 
crop and soil builder. Does alfalfa take the place of 
clover ? 

February, 1916. 

Alfalfa. 
Material and Equipment — 

1. About the same as in the clovers. Have some dried 
specimens and some seed. If possible get some 
sweet clover specimens and make comparison. 
Demonstration Exercises — 

1. Study the root system of the alfalfa and compare with 

the clovers. 

2. Make the test for purity of seed as done in December, 

also the germination test. 

3. With the metric scale and lens study and measure the 

different shapes of seeds and note color. 
Points of Information — 

There is a great abundance of material in books, agricul- 
tural papers, pamphlets and bulletins upon alfalfa. 
Enough should be secured to get an idea' of the general 
importance attached to this crop. Note its perennial 
character, its value as a silo builder, its importance as a 
hay crop or cash crop. Learn the quantity of seed to 
sow and where it is best to get the seed. Let some 
pupils get the opinions of some of the local farmers 
Avho have tried the crop. 

The important things to consider are (1) Seed bed prepa- 
ration. (2) Liming the soil. (3) Inoculation. (4) 
Plant food. (5) Kind of seed. (6) Time of sowing. 
(7) After treatment. 

March, 1916. 

Corn — Germination. 

Material and Equipment — 

1. The seed corn gathered in the fall. 

2. A rectangular box tester and as many other kinds of 

testers as can be secured. 
Demonstration Exercises — 

1. Review the exercises in September on Seed Corn Se- 
lection. 



25 

2. Make tests of the corn gathered in the fall. 

3. Make tests of corn for farmers. 

4. Calculate the loss in yield when one bad ear is used 

in planting one acre. 

Points of Information — 

The opening of spring is a very busy season for the 
farmer. He cannot afford to make an individual ear 
germination test unless it is shown to be important. 
What evidence can you bring to bear upon the ques- 
tion? Can he have this work done before the season 
opens ? Has there been any change in the general prac- 
tice of farmers as to making the ear test ? One may get 
some information by testing a few ears that farmers 
have passed upon favorably by the method of examin- 
ing the germ as to color, etc. A good description of a 
germination box is given in Wilson and Warburton, 
pp. 68-70, in Purdue Bui. 110, and other places. Show 
the pupil that weak vitality as brought out in the 
germination test is little better than no vitality. 
The emphasis should be placed upon the relation of good 
seed to yield. Yield means results, the object of all 
the effort. If a little time in the spring devoted to the 
individual ear test counts appreciably toward greater 
yield in the fall, then it is worth knowing and worth 
practicing. 

April, 1916. 

Corn — Seed Bed. 

Material and Equipment — 

Access to at least one type of corn planter. 
Plowed land in different stages of preparation. 

Demonstration Exercises — 

1. Visit one field that was fall plowed and compare with 

fields recently plowed. 

2. Get ears of corn representing different sized grains 

and by means of planter plates show necessity of 
grading corn and adjusting plates to size of kernels. 

3. Have reports made by each member of class on the 

steps taken at home to get the seed bed prepared. 
Points of Information — 

Fall plowing for corn gives the soil a chance to mellow 
and decay. It aids in time saving in the busy spring 



26 

season. If the soil is inclined to run together or wash 
away, spring plowing is the better. 

Since the ground is apt to be easily puddled by tramping 
at this season, care must be exercised in saving as 
much trampling as possible. Some soils once puddled 
require several years to recover their proper granular 
condition. 

Care should be exercised that the plowed land should 
not be allowed to crust over and lose by evaporation 
much of the supply of moisture. This is true especially 
of the fall plowed land. 

The seed bed for corn should not be loose but firm, well 
pulverized not merely on the surface but by disking 
and harrowing should be made in good condition 
throughout the furrow slice. 

Farmers always like a clover sod for corn because the 
legume has left nitrogen in the soil. No fixed rule can 
be given for fertilizing, but barnyard manure has no 
substitute. This manure when mixed with raw rock 
phosphate is more complete. Complete commercial 
fertilizers are often used in various ways. Probably 
the application along the row is growing in use. Bow- 
man and Crossley in their book "Corn" give much 
valuable help in describing tools and discussing this 
subject. 

ANIMAL HUSBANDRY. 

Seventh and Eighth Grades, 1915-1916. 

Outline for Years Work: 

Importance of Live Stock — 

a. Shown by interest taken in stock at fairs, etc. : 

1. International Live Stock Show at Chicago. 

2. Indiana State Fair at Indianapolis. 

3. County Fair in your own county. 

4. Colt Shows, Horse Shows, Street Fairs, Poultry 

Shows, etc. 

5. Boys' Judging Contests. 

Objects and purposes of these Fairs. 
Good results from visiting such exhibitions of ani- 
mals. 



27 

b. Economic Value of Live Stock in the U. S. and in Indiana. 

Number and Value of : 

1. Horses and Mules. 

2. Beef Cattle. 

3. Dairy Cattle. 

4. Sheep. 

5. Hogs. 

These figures may be obtained from the U. S. Census 
of 1910. Compare these figures with the same for 
corn, wheat, oats, hay, manufactured products, etc. 
Rank the different states according to numbers and 
value of each class of livestock. 

How does Indiana compare with the other states? 

Compare Indiana with these others in area. 

c. Tabulate the general uses of farm live stock to man. 

1. Use for clothing. 

2. Use for food. 

3. Use for labor. 

4. Use for maintenance of soil fertility. 

September, 1915. 

Livestock Census — 
Outline of Study — 

Explain carefully just what is to be done in the demonstration 
exercise. 
Demonstration Exercises — 

Have each pupil make an inventory of the number of horses at 
home 2 years old and over, the number 1 and 2, the number 
of colts, or those under 1 year, and the total number of all 
ages. Have the same done for cattle, sheep, and swine. 
Have each pupil make an inventory of all the farm feeds pro- 
duced and fed at home. 
Tabulate these animals according to their use to man as given 
in the outline above. Make an estimate of the value of each. In- 
clude size of farm in acres, (a) of cultivated land, and (b) of per- 
manent pasture. 

Compare the number of horses used on the different farms per 
unit of area. Discuss the number of horses required to farm 40 
acres of corn, 40 acres of oats or wheat, and 40 acres of clover. 
Make this a home exercise and require the figures to be obtained 
from the father of the pupil. This should open up a line of study 



28 

of requirements for farm power. Do some farms carry more or 
less than a sufficient number of horses to do the farm labor ? 

October, 1915. 

Make a study of the farms represented in the school to find 
out what special forms of live stock raising are carried on. Some 
farms will be specializing in hogs or sheep or beef cattle or dairy 
cattle or horses. Find out whether some of the pupils are interested 
more in one class than another. Have pupils prepare an invoice 
of these farms, and if possible visit them. Study the equipment, 
necessary breeds used, and note any differences in the character 
of these farms as to lay of the land, etc. Have these farms taken 
up such specialized work because of the character of the farm or 
has the personal liking of the owner decided the matter ? 

November, 1915. 

Begin the detailed study of animals. Have each student draw 
from picture, first, a hog. From score card supplied by Purdue 
University, locate the different parts. Learn these parts. 

Draw another pictue of a hog and locate the different cuts 
of meat. Tabulate their comparative value and learn why some 
cuts are more valuable than others. Verify these facts by a visit 
to a local butcher shop. See Purdue Cir. 29. 

Study the score card in Cir. 29 on fat hogs. Why is a larger 
score given to some parts than others? Describe the back of an 
ideal hog. Describe the form of a fat lard hog, a bacon hog. 

December, 1915. 

a. Have each pupil select the best hog on his father's farm 
and score it. Have pupil list the parts of that hog that fall short 
of being perfect. Make some exchanges by which one pupil will 
be enabled to score several of these same hogs and discuss these 
separate scores in class. These should be home tasks and reported 
to teacher and class. 

b. Study the use of the different parts of the hog as classified 
by the butcher : 

Side for bacon. 
Hams, cured or fresh. 
Loin, for chops. 
Back, for chops. 
Shoulder, same as ham. 



29 

Feet, pickled. 

Waste (blood, lungs, entrails, etc.), for blood, meal and 
tankage. 

January, 1916. 

a. Have pupils tabulate the feeds fed to hogs at home. 

1. To sows in summer. 
, 2. To sows in winter. 

3. To sows in spring after farrowing. 

4. To pigs before weaning. 

5. To pigs after weaning until sold. 

b. Have pupils find out when the fat hogs are sold, how much 

they weigh and their age, and when possible what it cost 

to produce them. 
How much should a hog weigh at 8 months? 
At what age will he weigh 300 pounds? 
What will he gain per day from weaning time until he 

weighs 300 pounds? 
Why are hogs more popular than sheep in your community ? 

February, 1916. 

a. Draw a picture of sheep with wool on and with the wool 

sheared. Locate the parts on this picture as shown on 
score card. 

b. Draw an outline of the sheep's carcass and locate the cuts 

of mutton. Put prices on the different cuts and learn 
uses of same, 
e. About as in the case of the hog, do the score card work for 
sheep. Where there are no sheep in the locality, make 
some study of the texts and bulletins but give more time 
to the other kinds of live stock. 

March, 1916. 

Study op Wool. 

a. How do you tell fine wool from coarse wool? What is yolk? 

What is wool worth per pound? If there are any sheep 
in the neighborhood get a sample of the wool and study 
it for length of fiber, diameter of fiber, crimp, softness, 
luster, yolk, strength, condition, etc. 

b. Study uses of wool. 

Trace the wool from the sheep's back through the wool 
warehouse, mills, clothing stores to the boy's back. 



30 

c. Advantages of sheep on the farm. Some of these are: 

1. Eat weeds. 

2. Maintain fertility of the soil. 

3. Low initial cost in starting a flock. 

April, 1916. 

Make a preliminary study of horses, preparing for the scoring 
and judging that will following next year. 

a. Draw the outline of the horse and locate the parts. Com- 

pare with score card and study score card. 

b. Study the different types or kinds of horses. Learn some- 

thing about the different breeds of horses. Do as much 
of this as possible by finding what kinds are represented 
in the community. 

DAIRYING. 

Seventh and Eighth Grades, 1915-1916. 

Dairy Products. 
September, 1915. 

Dairying — 

A. Survey all, or a portion of the school district, noting the 

number of live stock farmers and grain farmers; of those 
that keep live stock, note those that keep dairy stock ; 
study methods of disposing of crops. What are the prod- 
ucts sold from the farm? 

B. Make a list of all products derived from milk ; note the 

composition of the milk and the various materials found 
in the by-products. 

October, 1915. 

Breeds of Cattle — 

A. Using the material collected during September, study the 

different breeds of cattle found in the school district ; 
note the breeds found upon the dairy farms ; study varia- 
tion in type of product sold from dairy farms having 
different breeds of dairy cattle. (All grade animals 
should be classed with the breed to which they are the 
most closely related.) 

B. List the breeds of cattle according to their chief function ; 

compare the type of the various breeds of cattle and 
note their special adaptation. 



31 

November, 1915. 

Dairy Breeds — 

A. Study the history of the dairy breed from the standpoint 

of their geographical location; note the courses followed 
in their development and their present numerical standing 
in the United States and in Indiana. 

B. Through the use of the score card, study the various points 

of a dairy cow and memorize the names applied as given 
by the score card and note its application to maximum 
dairy performance. 
('. Visit farms conveniently located to the school and select 
individuals in accordance with points previously dis- 
cussed. Note breeding of the various individuals that 
constitute the dairy herd; select the best and poorest in 
the herd from the standpoint of conformation. 

December, 1915. 

Selection of the Individual Cow. 

A. Select, in accordance with the instructions given, the three 

best cows in the home herd; keep accurate record of the 
milk produced morning and evening and note which is 
the highest producer ; draw blanks on which daily records 
of milk produced may be kept; compare results with 
various herds and various individuals. 

B. Review work for November. 

January, 1916. 
Milk and Cream. 

A. Have pupils bring samples of milk in small fruit jar; 

keep samples in warm place and note change in physical 
condition, odor and taste ; briefly explain the cause and 
change of condition ; heat sample of milk and place in 
clean jar; note time required in souring sample and ex- 
plain reason. 

B. From sample of milk presented by pupils, collect samples 

of cream ; explain what portion of the milk constitutes 
the major solid found in the cream ; explain why the 
cream rises; keep one clean and one dirty sample of 
cream and note changes, physical conditions, odor and 
taste. 



32 

February, 1916. 

Butter and Cheese. 

A. Collect small samples of cream and place in half gallon 

fruit jar, permit to sour, then shake until butter collects ; 
explain principle involved in churning- of butter, compo- 
sition of commercial butter, why salt is added, and at 
what season of the year butter color is needed. 

B. Make collection of the various types of cheese and in domes- 

tic science laboratory have pupils prepare a small amount 
of cottage cheese; explain what portion of milk is used 
in the manufacture of cheese and the amount of cheese 
made from one hundred pounds of milk. 

March, 1916. 

Condensed Milk and By-Products of Milk, 

A. Secure samples of condensed milk and milk powder and 

describe method of manufacture of each ; prepare sam- 
ples of milk, using these materials and give pupils an 
opportunity to become acquainted with the peculiar char- 
acteristic of each; consider the economical importance of 
these two materials. 

B. Make a collection of all materials derived from milk not 

included in the above sketches, such as buttermilk, whey, 
and milk sugar. Explain carefully the solids found in 
these by-products and discuss the economical importance. 

April, 1916. 
A. Review. 

POULTRY. 

September, 1915. 

Poultry Conditions in the District, Toumship or County. 

1. Material and Equipment — 

None is needed. 

2. Demonstration Exercise — 

1. Each pupil should take a certain area in his imme- 

diate home community and count all the chickens, 
listing the different kinds and making an estimate 
of their value. 

2. With several such sets of figures it would be possible 

to work out the value of poultry in the county. This 



33 

might then be compared with other counties and 
finally with other states, thus finding the value of 
poultry on the farm. 
3. Home Project — 

Find out the amount and value of eggs and poultry con- 
sumed at home during the past year and compare it 
with some other live stock such as the hogs or the cows. 
This will bring out the wonderful productive power of 
the little hen. 

October, 1915. 

Marketing Poultry. 

1. Material and Equipment — 

Birds from the home flocks. 

2. Demonstration Exercise — 

Each pupil must dress and draw a fowl at home and 
bring it to school to be judged as a market fowl and 
for correctness of dressing. The pupils should be al- 
lowed the privilege of preparing the birds in any way 
they see fit. The teacher should show them the dif- 
ference between a scalded and dry picked bird and 
point out the advantages of the latter method. Better 
methods of dressing, which include the removal of the 
tendons and possibly the wishbone should be made 
interesting and practical. The value of appearance 
of both the product and the package must be shown in 
order to make the incentive for improvement. 

It would be advisable to bring out the different markd 
grades of poultry, the time they are demanded on the 
markets and the different values of each. The results 
of this should show the value of marketing chickens 
early. 

3. Home Project — 

Have each pupil show the parents at home how to remove 
the tendons from a fowl's leg, and thus make an old 
bird more tender. 



3—3385 



34 

November, 1915. 
Sanitation. 

1. Material and Equipment- 

Spray pump. Spray materials, some of which can be 
already mixed and some of which can be mixed by the 
pupils. A hen house that needs cleaning. Broom, 
bucket, scrub brush, cloths and other cleaning material. 

2. Demonstration Exercise — 

The group of pupils should if possible make a spray mix- 
ture such as kerosene emulsion or else use the already 
prepared spray mixtures and simply dilute them. 

A poultry house and yard should be chosen and the sani- 
tary feature of it improved by the following methods. 

1. Spade up the yard and plant seed. 

2. Spray out and clean thoroughly the hen house. 

3. Wash the hen house windows. 

4. Take out all loose fixtures and sun them after cleaning. 

5. Spray the house thoroughly with a strong solution. 

Soak all parts of the inside and waste rather than 

save the spray. 
4. Bring out the valuable features of sanitation, laying 
emphasis on "prevention" rather than "cure". Three 
general means of aiding sanitation are planting crops, 
sunlight and spraying. 

3. Home Project — 

Have each pupil bring a written description of the sani- 
tary features of the poultry house and yard at home. 
He should then improve conditions as suggested by the 
teacher. After which an essay is written on conditions 
as then found. 

December, 1915. 

Poultry Feeds. 

1. Material and Equipment — 

Several bottles or pasteboard boxes. Samples of all com- 
mon grains, mill by-products, animal by-products, grits, 
etc. 

2. Demonstration Exercise — 

'The work should be divided into three groups. (1) 
Grains. (2) Grain by-products. (3) Animal by-prod- 
ucts and mineral matter. Each student should first 



35 

bring in from home, if possible, samples of all the dif- 
ferent kinds of grains. The names, value and uses for 
poultry should then be learned. This should be fol- 
lowed by collections of materials for groups (2) and 
(3). This will teach the pupil that corn alone is not 
a good feed for poultry and that there are many feeds 
available that have efficient and economic uses. 

January, 1916. 

Judging Poultry. 

1. Material and Equipment — 

A few birds of several varieties. It is suggested that 
the black, buff or white varieties of the common breeds 
such as Plymouth Rocks, and Wyandottes be used. 
2.. Demonstration Exercise — 

About four white birds of the same breed should be 
cooped at a convenient place and comparison judging 
used to determine the best of the group. Without hav- 
ing had the class, breed, and variety characteristics, 
only the general characteristics can be given considera- 
tion in placing the birds. The plan should be to learn 
how to pick out the best bird for breeding, rather than 
for show. 
3. Home Project — 

Every pupil should choose from among the home flock the 
best male or female birds and mark them for breeding 
purposes. These breeders should then be separated 
and their eggs set in preference to others during the 
hatching season. 

February, 1916. 

Feeding Laying Hens. 

1. Material and Equipment — 

If conditions were ideal a flock of poultry could be kept 
on the schoolhouse yard or very near by. If this is not 
possible no equipment is needed except that used in 
December. 

2. Demonstration Exercise — 

There are two ways to do this. One is to use two flocks 
in order to allow for comparison, and the other is to 
simply keep one flock. With the latter have each pupil, 



36 

where possible, get part of the home flock turned over 
to him for his attention. A good ration is — 10 lbs. to 
15 lbs. corn; 10 lbs. to 5 lbs. wheat; 5 lbs. oats; 5 lbs. 
bran ; 5 lbs. shorts, and 3^ lbs. meat scrap or 50 lbs. 
skim-milk. Careful and thorough instruction on the 
necessity of feeding meat scrap or skim-milk must be 
given. On this hinges the success of the work. When 
each pupil gets a flock picked out it should be fed 
according to directions for two weeks or a month, and 
a record kept of all feed expenses and income. Much 
can be made out of this, besides information along 
poultry lines. 

March, 1916. 

Natural Incubation and Brooding. 

1 . Material and Equipment — 

One brood coop, 2 broody hens, 2 settings of eggs. Feed 
for chicks — Charts on embryology. 

2. Demonstration Exercise — 

Set 2 hens on 13-15 eggs each, and have pupils care for 
them. If broody hens are hard to obtain bring out the 
value of early hatching to insure winter layers and 
hence early setters. When the chicks hatch, give them 
to one hen and have pupils care for the brood. It is 
advisable to keep these on the school grounds where 
details of natural incubation and brooding can be dis- 
cussed. If possible, charts showing the growth of the 
embryo will be of interest. The use of the tester on 
7th and 14th day should be shown. 

3. Home Project — 

Each pupil should set one or two hens at home and care 
for the chicks when hatched. 

April, 1916. 

Egg Grading and Testing. 

1. Material and Equipment — 

A few home-made egg testers, several dozen eggs, and a 
few eggs with different qualities both inside and out. 

2. Demonstration Exercise — 

Each pupil should take several dozen eggs and pick out 
the three best dozen, considering weight and outside 



37 

conditions. Following this, each pupil might place in 
1 — 2 — 3 order the 3 dozen picked out by some one else. 
With the egg tester eggs of different qualities such as 
fresh, stale, spot, rot, etc., should be learned. 

3. Home Project — 

Each pupil should candle or test a certain number of 
eggs at home and pack them for market, sending only 
the good ones away. Small, cracked, dirty, stale, and 
rotten ones should never be sold. 

4. Points of Information — 
Candling: 

A. When the candler tests the eggs he bases his judgment 
on the following indications : 

1. Fresh — Opaque, the contents should only show up 

slightly, usually the yolk is only dimly visible. 
White shelled eggs are much more opaque than 
brown shelled ones. The air cell is about the size 
of a dime in a strictly fresh egg. As the egg gets 
old the water evaporates through the shell and the 
air cell becomes larger. 

2. Stale or Held — The air cell is larger than in a fresh 

egg. The yolk may be more visible. 

3. Heated — The air cell may be small or large, but the 

egg has a rather muddy or watery appearance. 
Heated eggs are due to storing in too warm a place 
or keeping in hot sun. 

4. Developed Germ — Dark spot visible, from which radi- 

ates plainly visible blood vessels. The young germ 
is sometimes referred to as looking like a spider 
web. 

5. Dead, Germ- — When a germ dies the blood forms in a 

ring around the germ. This ring may be plainly 
visible around the dead germ or the germ only may 
show up. But the radiating blood vessels are al- 
ways absent. Sometimes the germ sticks to the 
shell. 

G. Rotten — Muddy or very dark in appearance, yolk and 
white mixed. Air cell large and sometimes movable. 

7. Mouldy Eggs — Show a distinct irregular black spot on 
the inside of the shell. They may be very small 
or cover the entire shell. Moulds often get in 



38 

through cracks and are thus often found in a 
cracked egg. 

8. Blood Clot — Is a clot of blood on the surface of the 
yolk. It is present when the egg is laid. Very 
plainly visible bright red. They vary in size, many 
are one-fourth inch in diameter. 
(hading Eggs: 

A. In grading eggs and considering weight and outside 
conditions only, weight is the most important factor 
and all eggs should weigh 24 ounces or more per 
dozen. Eggs to grade best must be uniform in size, 
shape and color and absolutely clean. Next to 
weight, uniformity is of most importance. In 
grading eggs commercially eggs are tested or can- 
dled, and all undesirable eggs rejected. 



HORTICULTURE. 
Seventh and Eighth Grades, 1915-1916. 

Important. 

In order that the work in ornamental gardening may be done 
on a practical basis it will be necessary for the pupils to collect 
materials in September and October to be used during the winter 
and spring months. These materials will consist of adult insects, 
eggs, larva?, pupa?, twigs infested with blight, mildews, rust, San 
Jose, scurvy bark, oyster shell, rose, and cottony maple scales, fall 
web-worm, canker worm, various borers, aphids, leaf beetles, etc. 
This material should be properly mounted in order to preserve it 
in good condition. For specific information on collecting and 
mounting such material secure from the U. S. Department of Agri- 
culture, Washington, D. C, Farmers Bulletin on Collecting and 
Preserving Plant or Insect Material for School Use. Secure also 
State Entomologist Report, 1912-1913, Indianapolis, Indiana. 

September, 1915. 

Identification of Shade Trees and Shrubs. 

Identify the shade trees and shrubs in the neighborhood. Have 
pupils describe autumn foliage. Later give several kinds of trees 
numbers and have pupils write down what kind of tree each one 
is by the numbers. 



39 

If possible, locate and have pupils become familiar with the 
following native plants. Try to teach the beauty of these native 
plants and instil a love of the natural style of landscape gardening 
rather than the artificial or attempted formal style : 

Native Shrubs — Elder, Wild rose, Sumac, Nannyberry, Hazel, 
Silky dog-wood, High bush cranberry, Maple leaved arrow-wood, 
Downy leaved arrow-wood. 

Native Vines — Bittersweet, Trumpet creeper, Wild grape, Wild 
clematis, Wild woodbine, Virginia creeper, Trumpet honeysuckle. 

Native Small Trees — Flowering dogwood, American hawthorne. 

October, 1915. 

Bulb Planting. 

Encourage the planting of bulbs for the home flower garden, 
and if possible plant some in naturalized borders on the school 
grounds. 

Make a list of flower bulbs planted in the fall. 

The following is a list of those with which success is almost 
sure: Narcissi, Hyacinth, Tulips, Snow Drops and Crocus. 

Explain the necessity of good seed beds for bulbs. Tell how 
to make a good seed bed by considering the following points: 
Depth, drainage, fertilization, never use fresh manure for fertiliz- 
ing bulbs, kind of soil, etc. 

Discuss the time and method of setting out fall bulbs. 

Explain some of the things to consider when locating the bed 
for the fall planted bulbs. 

Why should you consider the habits of growth in arranging the 
bulbs in the bed ? Also consider the time of blooming. 

Prepare a bed for bulbs on the school ground. 

November, 1915. 

Trees, Shrubs, and Flowers. 

Make a field excursion and study the bare trees and shrubs. 
Notice their shape and characteristic growth, color of wood, and 
berries on shrubs. 

What age of tree is best to set out? Is anything gained by 
setting out an extra large tree? 

Emphasize value of fruit trees, shade trees and trees for lum- 
ber. Teach the conservation of the wood lot by cleaning out dead, 
misshapen, crowded trees and preventing fires in wood lot. 



40 

Transplant small trees to steep hillsides, stream banks, and 
roadsides. Will greatly improve these waste places. 

Explain the classification of flowers according to the length of 
time they live (annuals, biannuals, and perennials). 

Emphasize perennial flowers. Some of our most beautiful flow- 
ers belong to this class. Discuss their place in the flower garden, 
method of propagation, care, location, etc. 

The following list is one that can be successfully grown by the 
boys and girls of this grade if they will give them the necessary 
care: Phlox, Peony, Asters, Pinks, Chrysanthemum, Columbine, 
Bell Flower, Larkspur, Bleeding Heart, Fox Glove, Blanket 
Flower. 

December, 1915. 

Window Gardening. 

The place of plants in the home. Question as to the healthful- 
ness of plants in the house. 

Pleasure to be derived from growing plants, especially in 
winter. 

There is more to growing house plants than merely putting 
them in a can and watering them once in a while. 

Emphasize the above fact by considering the soil best suited 
to different flowers, providing drainage, health of plants, tempera- 
ture best adapted to plants, watering, providing plenty of available 
plant food, etc. 

Discuss each of the above points rather fully and have plants 
in the room for demonstrating the different points. 

Potting and repotting — size of pot, size of flower, when to re- 
pot, how much larger the size of the pot should be, and how to 
proceed with transplanting a potted flower. 

Study plants adapted to different exposures. Flowering plants 
will not do well in a north window, while this window would be 
best for the shade loving foliage plants. Select plants that can 
withstand variations in temperature. 

Reference — 

H. B. Dorner, "Window Gardening." 

January, 1916. 

Plans for Home Grounds. 

Have the pupils draw a sketch of their homes and locate on it 
some places suitable for flowers. Some places are suited to the 



41 

use of climbing plants, some places to tall upright plants, others 
to plants that can endure considerable shade, etc. 

Locate on this plan some of the native shrubs and vines and 
flowers and trees which were studied in September. 

Demonstration Exercise — 

Make a landscape planting plan of the school grounds. It 
should be planned if possible to have: 

1. A good open lawn. 

2. Informal borders of shrubs in masses with naturalized flow- 
ers in border. 

'A. Foundation plantings of vines and shrubs around the build- 
ings. 

In this plan use the native shrubs and trees and vines which 
were located and studied in September. All of these would work 
wonders in beautifying the school grounds and at the same time 
they could be obtained free by digging them in the woods and 
transplanting. 

In addition to the native shrubs and vines it would be very 
desirable to include some of the following ornamentals if possible. 

Inexpensive Annual Vines — Morning glory, Wild cucumber. 

The following plants would be very desirable if they could be 
purchased : Peonies, Dahlias, Lilacs, Hydrangeas, Iris, Crocus, 
Daffodils. 

February, 1916. 

Study of Pests of Ornamental Plants — Study Pruning of Shrubs, 
Trees, and Plants — 

Classify pests as to the manner in which they attack plants, — 
sucking and biting insects, fungous diseases. 

In this study make use of materials collected and mounted 
during the fall months. 

Study of spray materials to be used in controlling the different 
classes of pests. Arsenate of lead, Bordeaux, lime and sulphur, 
nicotine sulfate, etc., are among the sprays that should be studied. 
As far as practicable samples of these sprays should be manufac- 
tured in the laboratory. 

The actual work of pruning and spraying should be carried on 
during the spring and summer. 



42 

March, 1916. 

Spring Planted Bulbs. 

Bulbs planted in the spring produce some of our most showy 
flowers and should be given due attention. 

Among the most common are the Cannas, Dahlias (really not 
a bulb but usually classed as one), Gladiolus, Mont Bretia, Tube- 
rose, Oxalis, and others. 

Study the habit of growth, season of blooming, seedbed prepa- 
ration, and culture of some of the above, especially the cannas, 
gladiolus, dahlia, and caladium. 

Have pupils go to woods and dig up some of native shrubs and 
vines and transplant to school grounds according to plan made 
in January. 

Study the spring wild flowers and teach the pupils the beauty 
of these flowers. 

April, 1916. 

Tree Planting. 

Continue study of spring wild flowers as season advances, trans- 
planting some in informal borders in school yard. 

Prepare a bed for spring planted bulbs and set out a nice bed. 

Plant an informal border of the school ground to the more 
hardy perennials. 

Discuss the care of the lawn. Emphasize watering and mow- 
ing, also the fertilizing of the lawn so as to get a good thrifty 
stand. 

Observe Arbor Day and plant ornamental or fruit trees on 
school grounds and encourage tree planting at home. Fruit trees 
planted now will yield bushels of fruit when the children are 
grown up. 

The following outline may be followed in planting fruit trees: 

Outline of Study — 

Combine this exercise with the Arbor Day program. Plant 
an apple or cherry tree on the school grounds for the 
pupils to observe. Trees for this purpose will generally be 
donated by some public-spirited citizen or by the larger 
nurseries of the country. Why should top of tree be re- 
duced? Why not put fertilizer in hole with tree? What 
kind of a tree should be planted? What economic use will 
it have ? The following will be needed : Two or three nur- 
sery trees — fruit trees preferred. Spade. Tree wrap. 



43 

Demonstration Exercises — 

Prune top of tree to correspond with root area. In digging, tree 
has lost about three-quarters of its roots. Top must be re- 
duced to restore the equilibrium. Remove interfering 
branches, branches which make bad crotches, diseased 
branches and weak branches. Select three or four sturdy 
branches for the scaffold limbs and shorten them to about 
half their length. These are the only branches left. Cut 
roots to healthy wood. Make cuts slanting so that soil will 
pack well around the wounded ends. Dig hole deep enough 
and large enough to accommodate the roots. See that soil 
is in contact with every root and that it is compacted as 
the hole is filled. Leave the last few shovelfuls loose to 
serve as a dust mulch around the tree. Do not water tree 
except in extreememely dry weather, then pour water in 
hole when soil is about half in. Do not put fertilizer in 
hole with tree. Use a mulch after the tree is planted. 
Early the next Avinter wrap body of tree with screen wire 
or tar paper to protect it from rodents, removing same in 
spring. 



SOILS. 

Seventh and Eighth Grades, 1916-1917, 
September, 1916. 

Temperature of Soils. 

I. Material and Equipment. 

One or more thermometers. Price of each about $1.00. 

Clay, loam, sandy soils; one gallon of each. 

Boxes, 10 inches long, 8 inches deep, 6 inches wide. 

Lime, 1 pint ; lamp black, 1 box ; tip cups. 

One-gallon buckets (one or two with small holes in bottom). 

II. Method op Procedure. 

a. Demonstration Exercises — 

1. Temperature of clay, loam and sandy soils in boxes, 

buckets or cans. 

2. Clay soil covered with lime. 

3. Clay soil covered with lamp black. 

4. Loam soil covered with lime. 

5. Sandy soil covered with lamp black. 

6. Loam saturated with water and not drained. 

7. Loam saturated with water and then drained. ( Use box 

or can with perforated bottom.) 

8. Soil with slanting exposure to the sun. 

9. Soil with vertical exposure to the sun. 

10. Soil with compact surface (both field and laboratory). 

11. Soil with loose surface (both field and laboratory). 

12. Clay soil with which sand (half and half) has been 

mixed. 

13. Clay soil with which decayed vegetable matter has been 

mixed. 

14. Sandy soil with which loam has been mixed (half and 

half). 

For each of the above exercises place the soil in the containers 
provided (boxes or buckets). Place in the sun and leave from two 

(44) 



45 

to four hours. Insert the thermometer about four inches. Within 
15 or 20 minutes, or as soon as the liquid in the thermometer has 
risen as high as it will, record the reading. 

b. Home Projects — 

The soils used in the laboratory should be collected by the 
pupils from plots on the home farms. The plots from which 
soils are taken should be those that are to be used by the 
pupils for growing vegetables or some farm crops, such as 
corn or alfalfa. 

At the time when the demonstration exercises are being 
carried out at school, the pupils and their parents should 
be taking temperature measurements of the soils on the plots 
from which the samples were collected. Readings should 
be taken once or twice per month during the fall and spring, 
and during the winter, when possible. Measuring soil tem- 
peratures should not be limited to the selected plots but 
should be extended so as to include all conditions affecting 
temperature of soils. Complete records of the thermometer 
readings should be kept by the pupils. This home work is 
important and should not be neglected. 

Parents and children should be encouraged to attend the, 
monthly township institute and discuss with the teachers 
the results of the month's work in agriculture and make 
plans for the next month's work. Community betterment 
clubs could be organized and in the regular monthly meet- 
ings the parents, pupils and teachers can discuss together 
the agricultural work. 

III. Points of Information. 

The germination of seeds is dependent on three conditions: 
moisture, heat, and air. The temperature of the soil, very greatly 
influences the germination of seeds as well as the growth of the 
plants. Some seeds germinate best at a rather high temperature 
while others germinate best at a lower temperature. The seeds of 
plants which were tropical in their origin require high tempera- 
tures, corn for example. Crops which originated in temperate re- 
gions, like wheat and oats, germinate at lower temperatures. As 
a general statement, we may say that a temperature of 85 degrees 
Pahr. is most favorable for the germination of common seeds. As 
a matter of fact, however, the temperature in the soil of a field is 



46 

rarely so high as 85 degrees at planting time. This partly accounts 
for the fact that the stand of plants is not in proportion to the 
amount of seed sown, seeds of low vitality not germinating. It 
can be demonstrated in the laboratory that wheat and oats will 
germinate at temperatures of 60 degrees Fahr. quite readily, while 
corn will scarcely germinate at that temperature and melons not at 
all. Clover seed will germinate at still lower temperatures. Some 
of the weed seeds w*ll germinate at a temperature close to freezing. 
Several things affect the temperature of the soil : 

1. Moisture. When soil is water soaked it will have a low 
temperature, due to evaporation of the water from the surface of 
the soil. Also the presence of water keeps the warm air from 
entering the pores of the soil and warming it. 

2. Color. Dark colored soils are warmer than light colored 
soils, due to the fact that black absorbs heat. 

3. Texture. Coarse, sandy soils are warmer than fine clay 
or loam soils, due to the fact that they are well drained and have 
large pore spaces for the circulation of the warm air. 

4. Slope. Land which slopes to the south is warmer than 
that which slopes in another direction, due to the fact that it re- 
ceives the rays of the sun more directly. 

5. Compactness. A compact soil will become warmer in the 
summer months than a less well pulverized soil. This is because 
a compact soil will conduct heat better and also because it dries 
out more thoroughly than the well pulverized loose soil. 

Land well underdrained and well supplied with organic matter 
will have a more uniform temperature during the growing season 
than soils not in such condition because the moisture content will 
be larger and more uniform. The presence of moisture in the 
soil has a tendency to keep it cool. 

October, 1916. 

Moisture in Field Soils. 

I. Material and Equipment. 

Six tomato cans with string bails. 
One spring scales with gram and ounce graduations. 
Composite samples of soils to depth of six inches. 
Two quart samples each of the clay, loam and sand. 
Two half-gallon buckets or glass jars. 

Plants with heavy foliage (whole plant) (corn, flower or 
weed) . 



47 

II. Method op Procedure. 

a. Demonstration Exercises — 

1. Weigh composite sample of each of the three soils. 

2. Weigh samples of each after having been thoroughly 

dried. (If samples are dry when procured, moisten 
for the first experiment.) 

3. Set plants in buckets or jars three-fourths full of water. 

From one plant strip the foliage. Cover the con- 
tainers with heavy paper to prevent evaporation. 
Which plant uses the greater amount of water? How 
is the water taken up? 

4. Plant beans, radishes or turnips in loam soils. Use boxes 

at least ten inches deep. Bore holes in bottom of 
boxes. Set on small sticks so that air can circulate 
through the soil. Keep the soil in one box thoroughly 
saturated with water. Keep soil in the other box 
normally moist. Note in which soil the plants grow 
better. 

5. Twice each week for three weeks stir, to the depth of 

three inches, wet clay soil, in a box about 2 feet long, 
H feet wide and 1 foot deep. 

Through the school and home work, information should be ob- 
tained on (a) amount of water used by plants, (b) why water is 
necessary, (c) how plants feed, (d) why plants sometimes wilt 
when there is some moisture in the soil, (e) why plants die when 
there is an excess of moisture, (f) kind of water which plants use, 
(g) effect on tilth of soil of too great or too small an amount of 
water, (h) best soil for proper moisture content under natural 
conditions. 

b. Home Projects — 

Soil samples should be taken from the plots referred to 
under the topic for September. The parents should co- 
operate in the manner suggested in the discussion of ' ' Tem- 
perature of Soils. ' ' Pupils should report in writing the 
results of their observations of germination of seeds and 
growth of plants in soils of different kinds and of different 
degrees of moisture content. 

The home work is more important than the school labora- 
tory exercises and should not be neglected under any cir- 
cumstances. The fact that the pupils are to use the home 



48 

plots for practical work during the summer should be given 
proper emphasis at all times. 

III. Points op Information. 

In order that a plant may grow well, it needs to have a suffi- 
cient supply of moisture. The water makes the cells of the plant 
turgid. This turgidity keeps the plant erect and thrifty. When 
plants begin to wilt it is due to the lack of sufficient water in the 
cells to keep them turgid or completely full. The plant obtains this 
moisture from the water in the soil. In the soil the water is con- 
tained on the surface of the soil particles and in the very small 
pore spaces between them. The very fine roots of the plant come 
in contact with this moisture and absorb it and pass it upward to 
the leaves of the plant. This moisture not only keeps the cells 
turgid but it also carries the plant food in solution. This plant 
food is nitrogen, phosphorous, potash, iron, etc. In the leaves 
these various elements are combined with the carbon which the 
leaves have taken from the atmosphere, and the various tissues 
which go to make up the plants are thus formed. 

It has been noticed that some plants withstand dry weather 
better than others. This is due to the fact that they can obtain 
moisture from the soil where other plants cannot. Also to the 
fact that they do not use as much moisture as others. Plants which 
have deep roots, like alfalfa, scarcely ever suffer from dry weather 
while plants with their roots near the surface, like grass, dry up 
in a dry period. 

It is also true that it is easier for plants to get the moisture 
which is contained in sandy soils than to get the moisture contained 
in clay or loam soils. A clay of loam soil may have ten or twelve 
pei- cent, moisture in it when Hie plant is wilting, while in a sandy 
soil when the plant begins to wilt, the moisture may" be as low as 
three or four per cent. 

November, 1916. 
Capillary Water in Soils. 

1. Material and Equipment. 

Clay, sandy, and loam soils, muck (1 qt. of each). Four 
lamp chimneys (or 1}" to 2" glass tubes from 2 feet to 
5 feet in length). 

Muslin and twine string. 

Shallow pans. 

Racks for chimneys or glass tubes. 



49 

II. Method op Procedure. 

a. Demonstration Exercises — 

1. Fill one chimney or lube with clay soil, one with 
loam, one with sand and one with muck. Muslin must be 
tied over the bottoms of the containers to prevent the dirt 
from falling through. Set the chimneys or tubes in pans 
containing an inch of water, or suspend them in racks and 
set under them cups or pans containing water. In which 
soil does the water rise most rapidly? Why? If long 
tubes are used, in which soil does the water rise highest? 
Why? What is capillary water? What is free water? 
What is hydroscopic water? Form of water used by plants. 
Why free water is harmful. Relation of this exercise to 
practical farm problems. 

2. Thoroughly mix a pint of loam with a pint of sand, 
a pint of clay with a pint of loam, three-fourths of a quart 
of clay with one-fourth of a quart of vegetable matter fully 
decomposed and finely pulverized, one pint of sand with one 
pint of pulverized, decomposed vegetable matter. Continue 
as under exercise No. 1. Can clay and sandy soil be im- 
proved for upward movement of water? 

3. Fill a chimney or a tube half full of loam, then put 
in an inch of wheat, oats or clover chaff, and then fill with 
loam. In another sample use small clods instead of chaff. 
Continue as under exercise No. 1. What effect does the 
seed bed have on the capillary movement of water? 

1). Home Projects — 

Have the pupils study the conditions of the soil in the 
fields and the home gardens in which the corn and vegetables 
are to be grown next summer. In the light of information 
gained from the laboratory experiments, have the pupils 
determine whether or not the soils in the fields and gardens 
are in condition to facilitate both the downward and upward 
movement of water through them, and whether or not the 
soils can be improved in these particulars. How can they 
be improved? 



I 3385 



50 

III. Potnts op Information. 

Water exists in the soil in three conditions: 

1. Free, or hydrostatic. 

2. Capillary. 

3. Invisible, or hygroscopic. 

Capillary water is so called because it exists in the very small 
(capillary) pore spaces of the soil. It not only fills the small 
pore spaces but it also covers the surface of the small particles 
with a thin film of moisture. While the capillary water is thus 
contained in the soil, free water is that which may exist in the 
large pore spaces of the soil and is free to drain away if there is 
opportunity for it to escape, as for example, through tile drains 
or a gravelly subsoil. Free water does not remain if there is 
opportunity for it to escape. Capillary water remains until it is 
used up by plants or carried away by evaporation. 

Capillary water moves in the soil by creeping over the surface 
of the particles. The movement is toward the place of less moist- 
ure. Everyone has observed how the oil moves upward in the lamp 
wick or how the chunk of loaf sugar sucks up water. Both these 
cases are instances of capillary movement. The action in the soil 
is similar. 

The capillary water in the soil is the only one of the three 
forms that is useful to plants. It is the moisture which the plant 
roots absorb and it contains the plant food in solution which the 
plant uses for building up its tissues. Ordinary soils will hold cap- 
illary water to the extent of about 35% of their volume. This 
percentage of capillary water is more than is good for the growing 
of plants and seeds. About 15 to 20% of the capillary mois- 
ture is best for the growing of plants. Free water in the soil 
is likely to be harmful because it closes up the large pores of the 
soil and prevents its aeration and if it has to escape by evaporation 
it keeps the temperature of the soil reduced. 

December, 1916. 

Soil Acidity. 

I. Material and Equipment. 

Clay, sandy, and loam soils, muck (^ pt. of each), four 
glass tumblers, blotting paper, red and blue litmus paper, 
fresh rain water, \ pt. of lime. 



51 

II. Method of Procedure. 

a. Demonstration Exercises — 

Take a glass tumbler and fit a circular piece of clean 
blotting paper in the bottom, lay under this strips of blue 
and red litmus paper, add a handful of soil from the home 
field, saturate with fresh rain water. After half an hour 
note the effect upon the litmus paper by removing the soil 
and the blotter. 

Test samples of the four types of soil in this way. 

To another sample of soil prepared in the tumbler for the 
litmus test in this way, add a sprinkling of lime. What 
effect does this have on the red litmus paper ? Did any of 
the samples turn the blue litmus red? What does this indi- 
cate? How would you correct this condition? 

Soil may be tested for acid by thoroughly moistening it 
and placing it in a piece of blue litmus paper. 

Try to grow radishes, clover or beans in boxes containing 
acid soil. 

b. Home Projects — 

The samples of soils to be used in the above exercises 
' should be collected from the home fields and gardens. These 
samples should be taken from about two to four inches below 
the surface. Each should be carefully labeled as to field 
or garden and exact location from which taken. The sam- 
ples should be secured before the ground freezes. 

The fields or gardens that have acid soils should be visited 
by the class. Every member of the class should make a list 
of the plants found growing there. (In most cases, per- 
haps, this can not be done in December, but the visit can 
be made in the spring.) They should examine the texture 
of the soil, classify the soil, note drainage conditions, study 
ventilation of soil, and observe whether shaded or not. 
Could the conditions be improved? How? 

III. Points op Information. 

Soils are said to be sour, neutral, or alkaline. The neutral or 
slightly alkaline condition is the desirable one for practically all 
farm crops. Nearly all of the plants that we call legumes will not 
thrive on soils that are called sour, especially clovers and alfalfa. 



52 

It is not easy to explain just how a soil is made sour, but some 
of the conditions which produce sourness are, lack of drainage, 
close, compact nature of the soil, continuous cropping, and absence 
of lime. Many of the muck or peat beds are sour, due to the con- 
stant decay of vegetable matter, absence of lime, and lack of aera- 
tion. 

Whether the soil is sour or not can be determined fairly ac- 
curately by the use of the litmus test. Litmus paper can be ob- 
tained from the druggist. When blue litmus paper turns to a 
pinkish color after being in contact with damp soil for a short time, 
it is a pretty sure indication that the land is acid. To grow clovers 
and alfalfa successfully, it is desirable that the acidity be removed. 
This can be done by an application of lime to the land. Crushed or 
ground limestone is most commonly used for this purpose and 
under ordinary conditions, an application of 2,000 to 3,000 lbs. per 
acre is sufficient to correct acidity. It is best to apply this lime to 
the surface after the land has been plowed and work it in with 
harrowing and disking. 

January, 1917. 

Fertility of Soils and Subsoils. 

I. Material and Equipment. 

1 quart of clay soil and 1 quart of subsoil. 
1 quart of loam soil and 1 quart of subsoil. 
1 quart of sandy soil and 1 quart of subsoil. 
6 tomato cans. 

II. Method op Procedure. 

a. Demonstration Exercises — 

Plant beans in 1 qt. of clay and 1 qt. of subsoil. 

Plant beans in 1 qt. of loam and 1 qt. of subsoil. 

Plant beans in 1 qt. of sand and 1 qt. of subsoil. 

Allow plants to grow. Which produce the largest plant? 

Why is this soil darker than the sub-soil ? 

Which is more fertile and why? 

Should large quantities of subsoil be turned up by the plow 

at any one time? Why is this so? 
What is the effect of the character of subsoil on drainage? 



53 

b. Home Projects — 

Secure the samples from the home fields and gardens. 
Study the characteristics of soil and sub-soil to a depth of 
two or three feet in the places from which samples are 
taken. This field work will have to be done in the fall or 
spring. Pupils should make inquiry of parents and neigh- 
bors as to their experience in plowing up two or three inches 
of subsoil at one time. 

III. Points of Information. 

Everyone has observed that where the soil has been thrown 
out from a deep ditch or excavation, that very few plants grow 
on it for two or three years, but gradually this soil becomes cov- 
ered with all the plants that naturally grow in the vicinity. The 
reason so few plants grew in this soil the first year was because the 
subsoil was too raw, or, in other words, had not become weathered. 
This raw soil that .has been thrown out of the excavation is sub- 
soil. The same result would likely happen in our fields if we were 
to plow several inches deeper than usual and throw up on the sur- 
face three or four inches of the under soil. This under soil con- 
tains about as much plant food as the upper soil, especially of those 
elements we call minerals. It does not contain so much nitrogen. 
After this subsoil has been subjected to freezing and thawing, its 
plant food becomes more available and will support plant life. 

There is also another factor which influences the productive- 
ness of the subsoil that we have not spoken of heretofore. The 
subsoil does not contain nearly so many soil bacteria as the upper 
soil. The presence of these bacteria have a decided effect upon 
the value of the soil as a place for plants to grow. After the raw 
soil has been on the surface for a year or two it becomes infested 
with the bacteria the same as the other top soil and so becomes 
available for plants. The introduction of organic matter into this 
subsoil also makes it more useful for plant growing. 

The nature of the subsoil very greatly affects drainage. Where 
the subsoil is hard and compact, the water moves through it very 
slowly and it takes some time before tile drains become effective 
in such soils. In sandy and gravelly subsoils the water moves 
through very easily and if the sand or gravel layer is very deep, 
the water may escape so quickly that the upper soil will be the 
sufferer on account of it. 



54 

February, 1917. 

Effect of Mulch in Preventing Evaporation, 

I. Material and Equipment. 

£ gallon loam soil. 

2 flower pots. 

Clover or alfalfa seed. 

2|-gal. buckets, or 6 tomato cans. 

Clay, loam and sandy soils. 

Pair of scales weighing to lg. 

II. Method of Procedure. 

a. Demonstration Exercises — 

1. Fill two flower pots with loam soil and plant seeds 
in each. Do not cover the flower pots. Keep the soil in 
each pot in proper moisture condition for the germination 
of seeds and the growth of plants. Be sure to put equal 
amounts of water in each pot. After the plants have ob- 
tained a growth of about two inches, cover the soil in one 
pot with a one-inch layer of dust. Place the pots in a win- 
dow and note which plants first show the need of water. 

. 2. Fill half -gallon buckets or tomato cans with soil, two 
with loam, two with clay and two with sand. Saturate with 
water the soil in each container. Weigh container and soil. 
After the top soil has become dry enough to be worked, stir 
to the depth of one inch. Weigh container and soil. Cover 
one sample of loam, one of sand, and one of clay with dust 
to the depth of one inch. Every twenty-four hours, for 10 
to 14 days, weigh the samples covered with dust and those 
not covered. Record weights. Which loses the greatest 
amount of moisture? 

b. Home Projects — 

As soon as the soil is ready to be worked in the spring 
the pupils should try out on the farms the value of a dust 
mulch. 

Explain the meaning of a soil mulch. What is a "dust 
mulch"? What is the proper depth for a soil mulch? 
How often should a soil mulch be renewed? Why should 
soil be cultivated after a rain? Methods of producing a 
"dust mulch." Other soil mulches. 



55 

III. Potnts of Information. 

A soil mulch is a loose layer of soil an inch or two deep cover- 
ing the surface. This layer, by reason of its looseness, prevents 
the movement of capillary water through it. As the capillary 
water cannot move through this loose layer, there can be no loss 
from evaporation except such as takes place from the surface of 
the leaves of the plants growing in the soil. Because of the effect- 
iveness of a mulch in preventing evaporation, farmers are recom- 
mended to cultivate their crops in such a way as to produce a loose 
covering of a couple of inches in depth in order to conserve the 
moisture in the soil for the use of the plants during the warm 
and dry months of summer. The best depth of mulch is about two 
inches. A shallower depth will not hold the moisture so well and 
to make a deeper mulch will destroy a good many of the roots of 
the corn or potato plants. 

"When once a good mulch has been made it will last for ten 
days or two weeks without being renewed unless there is a shower 
of rain. The heavy soils need to have the mulch renewed oftener 
than light soils, because they will establish capillary connection 
with the under soil quicker. After a shower of rain it will be 
necessary to renew the mulch because the shower will have com- 
pacted down the mulch and established the capillary connection so 
that evaporation will take place without hindrance. 

There is a difference between a dust mulch and a soil mulch. 
A dust mulch refers to a very fine condition of the soil in a mulch 
while a soil mulch refers to a condition composed of small clods 
and crumbs. The soil mulch in most cases will be more effective 
than a dust mulch. 

It should be noted that moisture may be lost from the soil, 
not only by evaporation from the surface but also by evaporation 
from the surface of the leaves of the plants growing in the field. 
If one stops to consider the large amount of surface presented by 
all the leaves on the plants growing in the field and remembers 
that each of these leaves is evaporating some moisture into the air, 
one can understand that a very large drain is being made on the 
soil for moisture by the plants alone. Experiments have shown 
that a corn plant at tasseling time will evaporate a quart or more 
of water a day from its leaves, depending upon the atmospheric 
conditions. 



56 

March, 1917. 

Working Soil When too Wet. 

I. Material and Equipment. 

One pt. each of clay, loam and sandy soil. 
Four tin pie pans. 

II. Method of Procedure. 

a. Demonstration Exercises — 

1. Stir enough water in a half pint of clay to make a 
thick paste. To another sample add just enough water to 
make the soil crumble nicely when handled. Dry both in 
the sun or by the fire. When dry which can be pulverized 
most easily? 

2. Mix thoroughly equal amounts of clay and sand. 
Make a thick paste out of one sample. Wet another sample 
just enough to make the soil crumble nicely. Which can 
be pulverized most easily when dry? Compare samples 
made of clay and sand with samples having only clay. 

3. Repeat the exercises, using clay and loam. 

1). Home Projects — 

Experiment with small plats in fields and gardens. Ex- 
plain "puddling" of soils. Note relative damage to clay 
and sandy soils by plowing or cultivating when wet. What 
can be done to improve naturally wet soils? 

III. Points of Information. 

Every farmer knows that when he cultivates or plows his land 
too wet, he produces clods which become very hard. He knows 
too, that where his land has been plowed or cultivated too wet, the 
plants do not thrive well. This condition is due to the puddling 
of the soil by breaking it too wet. Puddling is a condition brought 
about by handling the soil when there is so much moisture that 
the particles, instead of sticking together in their natural crumb 
structure, slip over each other and produce a smeary, sticky mass. 
When the soil dries, these various masses remain "smeared" to- 
gether and are very hard and compact. That part of the soil not 
exposed to the drying of the sun becomes tough and waxy and 
the roots are unable to penetrate it and when rains come again the 



57 

water does not soak into the mass readily. Thus it happens that 
plants growing in such soil are not well supplied with plant food 
and capillary moisture and become unthrifty. Where soils have 
been puddled by working too wet, there is very little to be done 
except to wait for the loosening effect of freezing and thawing. 
Frequently it takes more than one winter's freezing and thawing 
to render a soil in good condition again. Where there has been 
a road or lane through the field, the land is likely to be cloddy in 
that place for several years after it is plowed up. 

Clay and loam soils are damaged most by plowing or cultivat- 
ing too wet. Sandy soils and peaty soils are not much harmed by 
being plowed wet. 

Soils that are naturally wet should be improved by drainage, 
the introduction of organic matter, and plowing only when they 
are in the right moisture condition. 

April, 1917. 

Aeration of Soils. 

I. Material and Equipment. 

2 tomato cans. 

2 1-qt. Mason jars. 

Clay and loam soil. 

Radish, clover or turnip seeds. 

2 deep cigar boxes. 

II. Method op Procedure. 

a. Demonstration Exercises — 

1. Plant seeds one inch deep in puddled clay soil and in 
good loam soil in good condition to work. In which do 
seeds germinate and plants grow the better? 

2. Plant seed in loam soil in Mason jars. Keep one 
jar tightly sealed, and leave the other uncovered. Note 
results in germination of seeds and growth of plants. 

3. Fill with clay soil to within an inch of the top a 
tomato can with small holes in the bottom. Fill another 
with loam. Weight separately. Saturate each sample with 
water. As soon as water ceases dripping from the bottom 
of cans, weigh again. Which retained the greater amount 
of water? Which will contain most air? 



.58 

4. Plant seeds in loam soil in a tomato can with per- 
forated bottom. Plant seeds in loam soil in a tomato can 
without perforations. When adding water from time to 
time put equal amounts in each can. What are the results 
in germination of seeds and growth of plants? 

Why do plant roots need air? What effect on soil bac- 
teria has the presence or absence of air in the soil ? Amount 
of air space in soils? Effect of the excess of water on the 
admission of air to the soil. How to secure proper aeration. 

III. Points of Information. 

Air is as essential for plants as it is for animals. The oxygen 
of the air is the element needed. Unless there is oxygen in the 
soil, seeds will not germinate nor will plants grow after the seeds 
have germinated. It is as necessary that air should circulate 
through the soil to keep it pure as it is that air should circulate 
through our rooms. The winds blowing across a field have the 
effect of sucking the old air out of the soil and permitting new air 
to enter. Tile drains in the soil also greatly assist in the aeration 
of it. 

The presence of air in the soil is also essential to the develop- 
ment of the soil bacteria. Some bacteria live in the absence of 
air and maintain themselves with oygen by destroying various 
compounds in the soil which contain oxygen, but the beneficial soil 
bacteria need fresh air. 

The amount of air in the soil will depend upon the amount 
of pore space as has been stated in previous lessons. Some of the 
pore space is filled with capillary moisture and if free water is 
present, the larger pore spaces are also filled. The more space 
filled by water the less room there will be for air. Under good 
condition in the soil the air spaces may amount to 15 or 20% of 
the volume of the soil. 

Soils which are heavy and compact need to be so handled that 
their aeration will be improved. This improvement can be brought 
about by drainage, by careful plowing and by the introduction of 
organic matter in the form of stable manure or green manure, also 
the flocculation of the soil by liming will improve its aeration. 



59 

CROPS. 

Seventh and Eighth Grades. 
September, 1916. 

Wheat Seeding: 

I. Material and Equipment. 

Map of U. S. 

Some wheat stubble with larvae of Hessian fly. 

A sample of wheat. 

Two boxes, 16" x 20" and 6" deep. 

Enough soil to fill the boxi-s. 

Samples of fertilizers. 

IT. Method of Procedure. 

Demonstration Exercises — 

1. Study the climate conditions for growing wheat and 
the time when the fly works on the wheat. 

2. Study the difference between pastry flour made from 
Indiana wheat and the best bread flour made from selected 
spring wheat. 

3. Fill one box with well pulverized loam soil prepared 
as a model seed bed for wheat and the other box with cloddy 
soil not well worked. Two small plats on the school grounds 
or on a farm nearby would be better for the purpose and 
should be sown in wheat at proper time. 

4. Look for Hessian fly pupge in old wheat stubble. Ex- 
amine fertilizer by smell, teste and touch. (Note the tag 
attached.) Study grain drill as to method of adjusting to 
sow different quantities of seed and fertilizer. 

5. Note and record the date that first field of wheat in 
the community was sown ; also the last field. 

6. How many farmers in the community used fertilizers 
on their wheat ground? What brands of fertilizers were 
used? How much was applied per acre? 

7. Examine fertilizers by smell, taste and touch. Secure 
tags from sacks containing fertilizer. Of what value are 
these tags to buyers of fertilizers? 

8. Visit a farm and study grain drill as to method of ad- 
justment to sow different quantities of seed and fertilizers. 



60 

III. Points op Information. 

Time to Sow — Danger of Hessian fly — Rate of seeding — Use of 
fertilizer. 

A. Indiana is in the semi-hard winter wheat region of the 
United States. Our wheat is sown in the fall, while in Minnesota 
they sow wheat in the spring. Give some reasons why this is so. 
Pupils should talk to their parents, to millers and grocers concern- 
ing the reasons why wheat needs rather cool weather for best qual- 
ity, and why our summers are not adapted to wheat growing. 
What dangers do our farmers in Indiana meet from winter killing ? 
Bring out clearly the differences in color and hardness between 
our wheat and the spring wheat of the northwest. 

Some of the factors entering into the question of when to sow 
wheat are: (1) The need of the plant to get well started before 
winter sets in. (2) The kind of soil and plant food present. (3) 
The character of the seed bed. (4) The lateness of the season. 
(5) The Hessian fly. Purdue Circular No. 23 gives information 
relative to the time recommended for the different sections of In- 
diana. 

Since there are several factors to be considered, is it possible to 
have an exact date that is always best for sowing wheat? It will 
be difficult to find wheat stubble in the fields after school begins 
and the fly ravages can hardly be detected at that time. It will 
be wise to collect some stubble and watch the development of the 
fly before school begins. The life history of the fly can be left for 
the November study. 

Six pecks of wheat are generally sown on an acre. How does 
this compare with corn or oats? What effect does the stooling of 
wheat have upon the quantity sown? How does the number of 
stalks or plants to the square yard compare with the number of 
stalks of corn ? 

Learn what compounds of fertilizer are recommended for wheat. 
Write to a fertilizer company for samples of acid phosphate, dried 
blood, bone meal, muriate of potash, rock phosphate and other 
fertilizing materials, if these can not be obtained from some local 
agent. Have pupils examine these carefully. Purdue Circular 
No. 23 will be helpful in working out the proper formula or pro- 
portions to be used. If possible have some pupils fertilize plats 
at home with different fertilizing compounds. 

B. The time for sowing wheat in Indiana varies considerably 
according to the part of the State. In the northern part of the 



61 

State wheat is sown about three weeks earlier than in the southern 
part. The time of sowing is regulated somewhat by the time of 
appearance of the Hessian fly. The Hessian fly lays its eggs early 
in September on the young wheat plants. If there are no young 
wheat plants, the eggs will be deposited on grass or weeds where 
the young insects will about all perish. A study of the habits of 
the Hessian fly indicate that it is safe to sow wheat in the northern 
counties of the State after September 15th; in the central part of 
the State after September 25th ; and in the southern counties about 
October 1st. 

The best rate of seeding seems to be about six pecks to the acre. 
Many farmers sow only five pecks and a few sow only four pecks. 
If the growing season is cool and moist, the wheat plants will 
stool out (produce extra shoots). In such case, one bushel of seed 
is likely to produce just as good a crop as six pecks, but it is safer 
to use the larger quantity of seed. 

Many farmers now use commercial fertilizer at the time of 
sowing their wheat. Experience shows that the use of about 200 
lbs. to the acre of a fertilizer containing from \°/c to 2% of nitro- 
gen, 8 to 10% prosphoric acid and 2% of potash is about right. A 
light top dressing of stable manure after the land is plowed is 
also a good fertilizer for wheat. 

October, 1916. 
Nodules of Legumes. 

I. Material and Equipment. 

Several clover roots showing nodules, some roots of alfalfa, 
soy beans, cow peas or sweet clover that may be in the neighbor- 
hood. 

A lens of pocket size or a tripod lens. 

II. Method op Procedure. 

Demonstration Exercises — 

1. Dig up as many kinds of legumes as can be found and 
examine roots for nodules, e. g., the clovers, cowpeas, soy 
beans, vetch, etc. Make sketches showing attachment of 
nodules to roots and their comparative size. Use care not 
to strip off nodules. 

2. Make drawings of the nodules found on the roots of 
the legumes. Show the attachments of the nodules to the 
roots and the length and size of the roots. 



62 

3. Some soil from a field containing nitrogen-gathering 
bacteria may be collected and the method of inoculation 
shown. 

III. Points of Information. 

Appearance and contents of the nodules — Functions of nodules — 
Inoculation. 

A. Farmers have always known clover as a crop for improving 
the soil, but not until recently have they known a great deal about 
why it is good for this purpose. Note the expense of adding nitro- 
gen to the soil in the form of commercial fertilizer. The air is the 
source of all nitrogen. Some weeds and some crops have the power 
to draw this important element from the air and leave it in the 
soil. What are legumes ? Learn the names of as many leguminous 
plants as possible. 

By the use of a variety of plants and good drawings get the 
appearance of the nodules and their purpose as clear as possible. 

People generally talk a great deal about bacteria and the chil- 
dren have little idea of what they are. Many are useful as nitro- 
gen-gatherers, while others are harmful. Some bacteria work in 
the soil without the nodules to work on, but we usually must have 
the legume crops to keep up the soil fertility. Should our clover 
fail, what can be done? 

B. Such plants as clovers, cowpeas, soy beans, hairy vetch, and 
in fact all of the legumes, have enlargements on their roots, called 
nodules or tubercles. These nodules have various shapes and ap- 
pearances. On the cowpea and soy bean they are nearly sphere- 
ical. On the alfalfa and hairy vetch they are very much branched. 
On the clovers they are cylindrical in shape. In size they are as 
variable as in shape, those on the clovers being quite small while 
those on the cowpea are relatively large. The color of the nodules 
is usually white or flesh colored. 

An examination of these nodules under a compound microscope 
shows the presence of a large number of small bodies, called bac- 
teria. These bacteria are beneficial to the plants. They gather 
nitrogen from the air that circulates through the soil and fix it in 
their tissues. When the plants begin to blossom these bacteria be- 
gin to die off and give their nitrogen content to the plant. The 
plant changes this nitrogen to the organic compound called protein, 
which is a valuable feeding element. Plants that have nodules on 
their roots are richer in protein than plants which do not have 
them. 



63 

On land where a particular legume has never grown before, 
the bacteria which will make the nodules on its roots are usually 
not present and they must be introduced into the soil in order to 
have nodules produced. This is called inoculation. This inocula- 
tion is accomplished by taking soil from a field in which the par- 
ticular legume has grown successfully and had nodules on its roots 
and scattering the soil over the field to be planted. The soil should 
be covered at once by harrowing. Various commercial firms manu- 
facture artificial cultures of bacteria for the inoculation of the 
different species of legumes. Directions for using these cultures 
always accompany the package. 

November, 1916. 

Wheat Stooling and the Hessian Fly. 

I. Material and Equipment. 

1. A few wheat plants gathered from the field at this time. 

2. A few specimens of the fly in the flaxseed stage. 

II. Method of Procedure. 

Demonstration Exercise — 

1. Visit the wheat field and examine the wheat stems for 
stooling and evidences of the fly. Count the number of 
stems from one root. 

2. Show pictures of the fly in different stages. (See Pur- 
due Bulletin No. 30). 

3. Show "Fly free date" for your part of the state. 

4. Make examination and drawings of the "flaxseed" fly 
and of plants affected by the fly. 

5. Secure the name of the varieties of wheat sown by the 
farmers so as to determine whether the variety has anything 
to do with amount of stooling. 

III. Points of Information. 

Weather conditions favorable to stooling — Advantage from stool- 
ing — Evidence of the presence of the Hessian fly — Pupa 
stage — Life history of the insect. 
A. The stooling characteristic is common to many plants, par- 
ticularly the grasses. When the weather is cool and moist we 
find the wheat and rye sending out many shoots. Wheat usually 



64 

does more stooling than oats, and it is due to this mainly that we 
need to sow more seed of the oats. Have the pupils go to the field 
for observations and comparisons. 

While the stooling usually occurs mainly in the fall, it may also 
continue in the spring, especially when there is a light stand due 
to winter killing, etc. 

It will interest the history class to know that the Hessian fly 
was first found in the United States in 1779 near the landing place 
on Long Island of the Hessian soldiers, who were hired by King 
George III to help subdue his rebellious colonists. Undoubtedly 
this little fly, which has generally been charged to them, did far 
more damage almost at once than did the soldiers themselves. 

At this time of the year it will be possible to learn whether the 
fly is working on the wheat. The fall brood begins to lay eggs 
early in September on the volunteer wheat and volunteer oats ; also 
on the new wheat when it has been sown so early. The old stubble 
is filled with spring brood which at this time are in the flax seed 
stage. This makes it important to see to the destruction of all the 
old stubble and the volunteer wheat and oats, since that will end 
the fall brood altogether. "Where left they are present in the spring 
for continued damage. 

The adult fly is a tiny, long-legged gnat, not very different from 
the gnats common to the wheat fields. The egg which is usually 
deposited upon the upper surface of the leaf close up to the stem is 
very small and barely visible. These eggs hatch showly in dry 
weather, but come on quickly after a rain. The larva or maggot 
stage passes with little attention from the farmer, since they are 
very small and quickly pass down into the stem of the plant. Here 
the maggots feed, grow, reach maturity as maggots and pass into 
the pupa or flax seed stage, in which stage they usually pass the 
winter. In Indiana there are two broods, one in the spring and 
another in the fall. It is the maggot stage that damages the 
wheat. This damage is done in the fall from the summer or fall 
brood or in the spring from eggs deposited by the spring brood. 

The wheat affected in this way is first a darker green and then 
becomes yellow. It fails to fill with grain and may die. The best 
way to control the fly has been suggested as, first, burn or plow 
under deeply the old stubble; second, destroy all volunteer wheat 
and oats, so that the eggs will not be deposited in time to reach 
the pupa stage before winter ; third, sow your wheat after the ' ' fly 
free" date. 



65 

The need of cooperation among farmers should be urged in the 
matter of late sowing and control of old stubble, etc., since one 
farmer may cause damage to a whole neighborhood by failing to 
take precautions. 

B. It was stated in the lesson on wheat seeding that if the 
growing season was cool and moist the plants would produce extra 
shoots and thus make a thick stand. It has been often observed 
that wheat which has been somewhat winter-killed and this fol- 
lowed by a damp, cool spring, that the wheat crop was almost as 
good in yield as where a thick stand of plants lived through the 
winter. This good yield is due to the fact that such plants as re- 
main behind produce several stems to each plant and consequently 
give almost as thick a stand as if only one or two stems had been 
produced from each seed sown. The production of extra shoots is 
called stooling; sometimes the term tillering is used. These extra 
shoots appear in other plants besides wheat. Oats, rye, and barley 
and in fact all the grasses produce these extra shoots. In the 
case of corn they are called suckers. The stooling of wheat or 
rye may take place in the autumn as well as in the spring. Fre- 
quently most of the stooling is done in the autumn. 

Late in the autumn is the time to look for the presence of the 
Hessian fly. As sated in a previous lesson, the Hessian fly lays its 
eggs early in September on wheat plants, if they can be found. 
The eggs are laid on the upper surface of the leaf and soon hatch. 
The young insect does not have any legs and resembles a maggot in 
appearance. It wriggles itself down the blade to the base of the 
sheath. Here it absorbs the juices from the plant and causes an 
unthrifty condition of the plant. The plant usually produces some 
extra shoots to offset the harm being done to the main shoot by the 
insect. After living for a short time in this way the larva changes 
to a flat, brownish condition. This is called the pupa state. In 
this condition it remains through the winter. In the spring this 
brown pupa hatches out into a small blackish fly. This is the adult 
insect. This fly soon lays eggs again and we have the process re- 
peated. It thus happens that wheat may be attacked by the fly both 
in the autumn and in the spring. Usually the spring attack is 
worse than the autumn attack because there are so many more in- 
sects. 



5—3385 



66 

December, 1916. 

Rotation. 

I. Method of Procedure. 

Demonstration Exercises — 

1. Plot a farm into fields and plan a fixed rotation 
scheme. Follow this through for several years. Repeat 
this exercise for other farms of different sizes and take typi- 
cal farms in the neighborhood. 

2. Draw a plan of the home farm, noting the size of the 
fields and mark the crops which have been grown during the 
past five years. Compare with the ideal relation in Exer- 
cise 3. 

3. Have plans drawn showing ideal arrangement of the 
farm with proper rotation for the next three years. 

II. Points of Information. 

Definition — Examples — Points necessary to observe in the selec- 
tion of crops, viz., adaptation to climate, labor, market — 
A good rotation should have a soil cleansing crop, soil re- 
novating and a money crop — The Norfolk rotation; the 
Terry rotation; the corn belt rotation. 

A. Study the reasons for a rotation of crops. Get ten or 
twelve good reasons and note that soil fertility is not improved by 
rotation alone. This discussion should have plenty of time and 
both sides of the question should be considered. 

The essentials of a good rotation are that it should contain (1) 
a cultivated crop like corn and potatoes to kill the weeks, (2) a 
cash crop, (3) a legume to act as a nitrogen gatherer, (4) a crop 
to furnish feed for live stock. 

One crop might be classed in more than one of these groups. 
In fact a crop like soybeans might cover all these groups. 

Note some of the successful rotations in other countries and 
other times. Would a rotation that was successful in England, 
where roots are fed largely to live stock, meet the requirements of 
the corn belt? 

Study especially the corn belt rotation of corp, oats, wheat and 
clover and modifications of this order. Try to improve either the 
order or the choice of crops. When clover fails what should be 
done to hold the rotation? 

Explain the Toxic Theory. (See F. B. 257, pp. 13 and 31.) 



67 

B. A rotation is the growing of crops in a systematic order. 
Usually three or four crops are grown in a series. A common farm 
rotation is corn, wheat, and clover, each crop occupying the land 
during a season and following each other in the order named. The 
kind of rotation practiced in any given section is determined by the 
climate, labor supply and market facilities, and to some extent the 
character of the soil. Crops which require long seasons for ma- 
turing cannot be grown in northern climates. Crops which re- 
quire a great deal of hand labor can be grown extensively only in 
those sections where abundant and cheap labor can be easily had, 
as for example, the growing of sugar beets for sugar production. 
Again, unless it is possible to market the product easily and quickly, 
a crop suited to the soil and climate may not be a profitable one. 
Sometimes the farm is located at a distance from the shipping point 
and this shipping point is also at a considerable distance from a 
big market. 

There are three rotations which have become more or less noted. 

1. Norfolk rotation. This is one of the oldest systems of 
cropping and has been extensively used in Great Britain. It con- 
sists of four crops, turnips, barley, clover, and wheat. An exam- 
ination of this rotation in relation to our climate and labor supply 
would indicate that it is not suited to Indiana. 

2. Terry rotation. — This rotation was originated by Mr. T. 
B. Terry, of Ohio. It consists of potatoes, wheat, and clover. It 
will be noticed that in this rotation the ground needs to be plowed 
but once in three years, and that there is a clover sod for the 
potatoes. 

3. Corn belt rotation. — This consists of four crops, corn, oats, 
wheat, and clover. Frequently either the wheat or oats is omitted 
and the rotation becomes a three crop one. This rotation is prac- 
ticed throughout all the central states in which corn is extensively 
grown. 

The reasons for practicing a rotation are briefly as follows: 

1. The different crops draw upon the plant food in the soil in 
unequal amounts. 

2. The root systems have different characters. Some are near 
the surface while others extend deeply into the soil. 

3. Some of the crops in the rotation use nitrogen' while others 
gather nitrogen and leave it in the soil for future crops. 

4. The rotation helps the farmer to hold in check weeds, in- 
sects, and plant diseases. 



68 

January, 1917. 
Cowpeas <m<l Hoy Beans. 

I. Material and Equipment. 

1. A few specimens of these plants should be collected for class 
use if accessible. They may be taken from some hay in the neigh- 
borhood possibly. 

2. Interest will be increased by getting from dealers in seeds as 
many varieties of the seed of both cowpeas and soy beans as pos- 
sible. Collect in glass bottles so they may be seen without han- 
dling. 

II. Method of Procedure. 

a. Demonstration Exercises — 

Study dry specimens. Also secure the seed of both of 
these crops. Note the different varieties of each. Secure 
as many as possible. Determine amount of each of these 
crops grown in the community. For what purpose are these 
crops grown? 

III. Points op Information. 

The cowpea has been raised in the Southern States for sonic 
time but is not very well known as yet in Indiana. Both cowpeas 
ami soy beans have come into much prominence in the last few 
years since there has been so much trouble in getting other legumes, 
particularly the clover upon which the farmer had depended. It 
is important that when clover fails another legume should take 
its place. These crops are worth special study. They may be 
used for seed crops, forage and hay crops and soiling crops. They 
have also considerable range of adaptability of soil. You will 
note that soy beans will grow upon almost any good corn soil but 
that cowpeas do best upon a sandy loam. 

Note the seedbed is about the same as for corn and either fall or 
spring plowing is practiced. The soil should be limed for soy 
beans especially, but the cowpeas will grow upon slightly acid soil. 

The time of sowing and quantity of seed will depend upon the 
purpose of the crop. If the crop is to be harvested for seed or 
is to be used for hay the seeds should be sown as early as May 15 
to June 1. When used as a soiling crop tin 1 seed may be sown as 
late as July 15 — thirty pounds of seed for rows 24 inches to 32 
inches apart and about GO pounds where drilled solid. The latter 
case is when the crop is Tor hay or soiling. 



69 

Inoculation is necessary for the same reason as in the ease 
of alfalfa. The bacteria used by these crops as nitrogen-fixers 
are different bacteria than are used by the clover plant and so 
must be introduced into the soil. One bushel of soil is sufficient 
for eight times that quantity of seed where the soil is distributed 
with the seed in the drill. 

The varieties of cowpeas usually grown in Indiana are Whip 
poorwill, New Era, Michigan Favorite and Early Blackeye. The 
varieties of soybeans most common are Early Brown and [to San 
in the northern part, and Holly Brook, Sable, Mikado, Black 
Beauty and Medium Green for the remainder of the State. The 
last named shatters easily, a rather common fault of many varie- 
ties. The seed used should be Indiana grown if possible, and in 
general should be raised to the north of us rather than south, in 
order that early maturing qualities may be maintained. 

A leaf disease often results from cultivation of these plants in 
the early morning before the dew has evaporated. 

These crops are of Asiatic origin and have been grown and 
used in that part of the world for a long time. They are com- 
paratively recent crops in Indiana. Only within the last few years 
has interest in their growing been widespread. The two crops have 
(pule similar characteristics. Both are legumes and good for soil 
improvement as well as excellent feed. They are well adapted to 
ordinary corn land. The cowpea will grow on sandier soil to better 
advantage than the soy bean. The same is also true with regard 
to the heavy soils like clay loams. The seed bed should be prepared 
the same as for corn. The planting is done in the spring after corn 
planting. The seed may be distributed in rows 24 inches or more 
apart or drilled solid like wheat. When sown in rows cultivation 
should be given the same as corn. The seed can be distributed 
with an ordinary wheat drill or with a corn planter. In using the 
corn planter, special soy bean plates should be used. I f these crops 
have never been grown before on the land, they should be inocu- 
lated the same as described before. When using the corn planter, 
inoculating soil can be mixed with the seed and distributed in that 
way xevy effectively. 

If these crops are to be used for soil improvements, it is eco- 
nomical to pasture them down before plowing under. Hogs will 
derive more benefit from the pasturing than other animals. 

Soy beans are ready to cut for hay when the pods are aboul 
two-thirds grown and before the leaves have begun to turn yellow. 
Cowpeas are ready to cut for hay when the first pods begin to show 



70 

ripeness. Soy beans are ready to cut for seed when they are fully 
ripe and the leaves have fallen off; cowpeas, when the maximum 
number of pods are ripe, and before the early ripening pods have 
begun to burst open. Both cowpeas and soy beans make excellent 
hay for all kinds of livestock. 

Both cowpeas and soy beans may be sown after wheat has been 
removed, especially in the southern half of the state. If they can be 
sown by the middle of July and favorable weather conditions re- 
sult, a good growth will be obtained, sufficient to pay for the cost 
of the seed and labor. These crops sometimes are sown in standing 
corn and furnish organic matter for plowing under for the next 
crop. 

February, 1917. 

Oats. 

I. Material and Equipment. 

1. As many varieties as possible should be secured from 
dealers or others. 

2. Blotting paper and plates or some other arrangement 
for germination. 

II. Method op Procedure. 

a. Demonstration Exercises — 

1. Hull some of each variety and note the different 
weights and thickness of the hulls. 

2. Make germination tests, counting the grains and tak- 
ing careful notes on all the work. 

3. Secure a number of varieties of oats in the community 
and study same, noting difference in size, color, thickness of 
hull and presence of beards and long points on the grains. 

How many acres of oats will be sown in the community ? What 
is the average yield of oats per acre? Which method, broadcast- 
ing or drilling, is used? 

III. Points op Information. 

A. The oats crop in Indiana has about the same acreage as 
wheat but ranks below that crop usually in value. It is very im- 
portant to our farmers because of the ready adaptability of oats 
to the corn belt rotation. It requires little attention and will grow 
on nearly all varieties of soil, although it does best on the heavier 
types of soil. There is great variety of yield, ranging from a few 



71 

bushels to 60 and 70 bushels; and even 150 to 200 bushels per acre 
have been recorded in the Rocky Mountain States. In Indiana the 
yield will improve with a little more care taken in "getting in" 
the crop or particularly in preparing a seed bed. Where the seed 
is sown upon the snow in February or thrown broadcast over the 
hard ground without any disking before the sowing, the farmer 
is depending upon favorable rains to do his work for him. If the 
rains come in season, he often gets a good crop, but again he often 
fails to get a crop when he could have one with a little more work. 
This does not mean that the ground should be plowed, for gen- 
erally the disk harrow will get the ground in good shape. In dry 
seasons it pays to drill, but of course one can not tell whether a 
season will be dry at oat seeding time. 

The oats should be seeded as early as the ground can be pre- 
pared, since cool, moist weather is best for their growth. Farmers 
vary much in the quantity of seed used, but in general 2\ bushels 
per acre will be found about right. Compare the stooling habits 
of wheat with oats and the seed sown. The varieties that seem 
to do best in Indiana are the Big Four, Silver Mine, Napoleon, 
Great Dakota. These are spring varieties. The winter varieties 
grown in the Southern States are usually gray or black. There 
is a marked preference in the market for white oats. 

Some attention can be paid to the smut in oats if there is time. 
Find out what the disease is, and the treatment, from Purdue 
Cir. 22. 

B. The oat crop is quite generally grown in Indiana. It is a 
more certain and profitable crop in the northern half of the State 
than in the southern half. It is greatly influenced by the climatic 
conditions of the growing season. In cool, moist seasons the oat 
crop is a very satisfactory one but in seasons of high temperature 
and small amounts of rainfall, the yield is usually less than enough 
to pay the expenses of producing. 

Most of the oats in Indiana are spring sown and are usually 
sown on land that was in corn last year. The seed bed is usually 
prepared by disking and harrowing. When so prepared the seed 
is distributed by drilling. In many cases the oats are sown broad- 
cast with an end-gate seeder or other means of broadcasting. The 
seed is then covered by disking and harrowing the ground. The 
broadcasting method is adapted to cornstalk land where the stalks 
would be in the way of drilling. 

The amount of seed sown varies greatly. Some farmers sow 
as little as \\ bushels to the acre, while others sow as much as 4 



72 

bushels. The majority of farmers, however, sow from 2 to 2^ 
bushels to the acre. It is desirable that the seed be run through a 
fanning mill and that all the light grains and chaff be removed. 

Oats are usually not fertilized. Fertilizing will show an in- 
creased yield but since the crop is a low priced one per bushel, the 
increased yield may not pay for the fertilizer. 

In some of the southern counties of the State winter varieties 
of oats are sown about the first of September. These live through 
the winter and produce good oats next spring. However, in severe 
winters there is likely to be large loss from winter-killing. 

Occasionally a farmer sows oats in February on the frozen 
ground. Sowing at that time requires no seed bed preparation. 
If a damp spring follows, this method of sowing usually gives satis- 
factory yields, but in dry seasons the sowing is a failure. 

There are many varieties of oats. The following varieties are 
quite well adapted to Indiana conditions: Silvermine, Big Four, 
Great Dakota, Swedish Select, Joannette. A medium early matur- 
ing variety seems to be better for Indiana than the very early ma- 
turing or late maturing ones. 

March, 1917. 

Potatoes. 

I. Material and Equipment. 

1. Secure a few potatoes from each home and get as many 
known varieties as possible. 

II. Method op Procedure. 

Demonstration Exercises — 

1. Group the varieties into Early and Late. 

2. Study the form, size, character of the skin and texture. 

3. Study buds (eyes) and note number and depth. Have 

some pupils try experimental plats to report in the 
fall. Have whole potatoes, small potatoes, thin cut- 
tings, etc., tried in these plats. 

III. Points op Information. 

Potatoes are native to Peru and Chili, where the Spaniards 
found them growing. It was introduced into Ireland in 1586 and 
soon became so important an article of food that the common name 
"Irish" was applied. 

It is fairly well known that a well-drained sandy loam well 



73 

supplied with organic matter is best adapted to potatoes. Yet a 
fair return can usually be had on a considerable variety of soils. 
Note the method described in Ext. Bui. 30 for planting the crop. 
Deep ploughing and a five or six-inch furrow with the seed planted 
about two inches is recommended. Medium sized potatoes are the 
desirable ones and hence the seed should be of that size. 

Early varieties such as Early Ohio, Early Rose, Irish Cobbler 
should be planted usually before April 15. The late varieties rep- 
resented by Rural New Yorker, Sir Walter Raleigh, Carman and 
Burbank are planted by May 15 and sometimes later. 

Notice the general instructions for destroying the potato bug. 
A mixture of Bordeaux mixture and Paris green will serve as a 
spray that will kill the two most common insects that infest our 
potatoes. Purdue Leaflet No. 29 tells you how to make Bordeaux 
mixture. 

Potatoes are adapted to a wide range of soils but grow best 
on sandy loam soil, well drained, and well supplied with decayed 
organic matter. The seed bed should he prepared by deep plowing, 
as deep as 8 or 9 inches. In Indiana potatoes are planted "early" 
or "late." Early planting means not later than the middle of 
April while late planting means about the middle of May. It is 
best to put the seed pieces in furrows four or five inches deep. The 
seed piece should be covered with about two inches of soil and when 
the potatoes are up, the furrow is filled by the cultivation given the 
potatoes. It is desirable to have the seed pieces four or five inches 
below the level of the surface for the new potatoes are formed 
above the seed pieces. If the seed piece is planted shallow, the 
new potatoes will likely stick out of the ground and become green, 
thus spoiling them for table use. 

For seed pieces, one should select medium sized potatoes ami 
cut them in about four pieces so that each piece has at least tw T o 
buds. A good seed potato is of medium size, smooth and proper 
shape for the variety, with a corky, netted skin, indicating good 
maturity. It recpiires about fifteen bushels of potatoes cut in quar- 
ters to plant an acre, if the rows are three feet apart and the pieces 
dropped 12 to 15 inches apart in the row. 

Potatoes should be cultivated the same as corn and until they 
begin to blossom. The cultivation should be shallow and level. 

There are two insects that attack the potato plant. The first to 
appear in the early summer is the Colorado potato beetle. Later in 
the season the blister beetle is very destructive to the tops. Both 
of these insects can be controlled by spraying with arsenate of lead 



74 

or Paris green. Potatoes are also attacked by the blight, This can 
be controlled by spraying with Bordeaux mixture. It is probably 
best to mix the Bordeaux mixture and the Paris green and by one 
spraying save the potato from both the blight and the insects. 

April, 1917. 

Corn Cultivation. 

I. Material and Equipment. 

1. A few of the tools, particularly the two-horse culti- 
vator, in common use in cultivating corn. 

II. Method of Procedure. 

a. Demonstration Exercises — 

1. Make a study of the adjustments for deep and shallow 

cultivation, weight of driver, width of rows. Study 
also the two-row cultivator. 

2. Study the two purposes of cultivation and make out a 

plan that will serve this end. See if implements are 
the best possible. Take one apart and put together 
again. 

III. Points op Information. 

Object of cultivation — Use of harrow — Depth of cultivation — 
Number of times to cultivate — Use of mover wheel or drag 
late in season. 

There are two objects in cultivating corn : 

1. To destroy the weeds which would take up moisture and 
plant food. 

2. To make a mulch of loose soil one or two inches deep on 
the surface to conserve the moisture. It is some times necessary to 
cultivate in order to loosen the soil but if the breaking has been 
well done and there has not been excessive rainfall, this should not 
be necessary. 

Cultivation usually does not begin until after the corn is two 
or three inches tall. However, time can be saved arid effective work 
done by harrowing the field with a spike-tooth harrow before the 
corn comes up. This harrowing will also tend to break any crust 
that may have formed and permit the corn to come up more uni- 
formly. The kind of tool to use in cultivating is not as important 
as the way in which it is used. It is desirable that the cultivation 



75 

should be shallow after the first and second times and that it should 
be level cultivation. Shallow cultivation is usually thought of as 
being about 2^ to 3 inches deep, while deep cultivation is more than 
3 inches deep. Corn should be cultivated often enough to destroy 
the weeds and to preserve a mulch. This may be three or four 
times and it may be six or seven times. It is usually desirable to go 
through the corn once or twice after it is too large to go under the 
arch of the cultivator. For such cultivation a harrow-tooth culti- 
vator may be used but care should be taken that the outside teeth 
do not cut too deeply. It is frequently better to use a drag of some 
kind. Many farmers use a mower or corn planter wheel or make 
a short plank drag. The drag breaks the crust on the surface and 
leaves a nice loose mulch behind. 

Locate, if possible, in the community a two-row corn cultivator. 
Compare this with the single row or two-horse cultivator. 

How many times does the average farmer cultivate his corn? 
Secure as far as possible the first day and the last day of cultiva- 
tion. 

The study of agriculture has done much to change the plan 
of corn cultivation. It is no longer so common to go into the 
cloddy field just as the corn is getting through and try to plow 
the corn. The clods if they exist at that stage should be rolled 
and the spike-tooth harrow applied until the corn is two or three 
inches high, when the cultivator will be much easier to use. 

Note the two uses for cultivating corn. Of these the conserva- 
tion of moisture needs most emphasis. We usually try to keep the 
weeds from "choking down" the corn, another way of saying that 
the weeds are consuming the plant food intended for the corn, but 
it is not so certain that we keep the crust broken and a good dust 
mulch on top. The past two seasons in Indiana have done much 
to give our farmers training in the uses of the dust mulch in con- 
serving moisture. We are sometimes told that a third purpose of 
cultivation is aeration of the soil, but this does not cause any 
change from the two given. 

Shallow cultivation has finally won all farmers to its practice. 
The roots of the corn gradually occupy about all the space between 
the rows and the later plowings will do much harm unless the 
farmer keeps on top of the ground or nearly so. The season may 
require very frequent workings of some sort to keep the weeds 
down or the mulch prepared, or a dry season will need but a few 
plowings or workings, hence there is little to be said about how 
many times the corn should be plowed. 



76 

ANIMAL HUSBANDRY. 
Seventh and Eighth Grades. 
September, 1916. 

Judging Draft Horses and Fading Livestock. 
Outline of Study — - 

Give the pupils instruction regarding the Draft type — the 
work of the draft horse and his essential characteristics. 
(Weight, height, conformation, quality, disposition.) The 
best representative horses of the neighborhood should 
be used for illustration and actual demonstration. The 
score card should be explained and its uses demonstrated. 
The pupil should then be given opportunity of scoring 
draft horses and having his score criticized and compared 
with that of the instructor. The characteristics and causes 
of the common unsoundnesses should be considered. 
A complete inventory of farm rations being fed at home to 
all the different classes of farm animals should be made 
by each pupil. This should consider the feeds fed and 
approximate proportion by weight of each in the ration. 
Note : The work in judging must necessarily be very ele- 
mentary with pupils of the Seventh and Eighth Grades. 
1. Material and Equipment — 

A score card in the hands of each pupil. 
One or more horses of draft type accessible to class. 
A collection of feeds common in the locality and supple- 
mented by oil meal, cotton seed meal and gluten feed. 
Where convenient one or two bones from the skeleton of the 
horse could be used to advantage in studying unsound- 
ness. Where these can not be had, drawings and pictures 
should be used freely. 
'1. Demonstration Exercises — 

1. Secure a good representative collection of feeds, as 

shelled corn, corn meal, corn and cob meal, gluten 
meal, gluten feed, corn bran, oats, oat meal, oat mid- 
dlings, oil meal, cotton seed meal, roughages where 
they can be handled. 

2. Most of the work in scoring and judging unsoundness 

must be in laboratory excursions to the horses or by 
having them brought by the school grounds, if that ar- 
rangement can be made. 



77 

Purdue Circular No. 29 is the basis of the work. The score 
card is in this circular with explanatory material. 

A part of the year's work in Animal Husbandry will be the use 
of the score card and the scoring of different kinds of farm animals. 
The score card furnishes a training of the eye and the judgment by 
seeing details. It is a means to an end. It is not an end in itself. 
To see a horse accurately, the pupil must see details and then be 
able to sum up an accurate judgment of the whole. 

Make a list of the kinds of work required of farm horses and 
particularly of the farm implements that horses are compelled to 
draw. Is the tendency of modern farm machinery to become 
lighter or heavier? Compare the old plow with the gang plow, the 
double shovel with the two-row cultivator, etc. What is the con- 
clusion that must be reached when we picture the ideal type of 
horse suited to farm work? How do the market demands carry 
out this idea ? Does the average farm have horses too heavy or too 
light? Which type of horse is most economical of barn space and 
feed? Compare a two-ton team with four horses weighing 1,000 
pounds, in this respect. 

The aim should be to have the pupil reach the conclusion that 
draft horses are both better adapted to the work of the modern 
farm and will also meet the demands of the market. In general 
farm work, which is of greater importance, strength or action? 
What is draft conformation? Will the horse of draft conforma- 
tion be of necessity sluggish in action? What size and height are 
most desirable? What is quality? What is quality of bone, 
quality of hair, quality of skin ? Why is disposition important ? 

Though there may be no good draft horses in your neighbor- 
hood, score the actual horse. It is not necessary to have a perfect 
horse as a model. 

Give some attention to unsoundness. Purdue Circular No. 29 
gives a list on pages 35 and 36, and the common ones like ring bone, 
spavin, etc., should be learned carefully and accurately. 

Make the study of feeds a practical one. Put most time on 
the feeds common to the neighborhood. Study the purpose of 
feeding. What has feeding to do with growth and conformation? 
It is not necessary to make an analysis of food constituents in the 
list of feeds prepared, since this will be done later, but the fatten- 
ing qualities of corn, the tissue building qualities of legume hay 
and such concentrates as linseed oil meal should be learned. Dis- 
tinguish concentrates from roughages. Why are roughages 



78 

needed? What concentrates and roughages are best adapted to 
supplement corn as feed? Remember that in the corn belt, corn 
should have as large use as possible, but it must be used wisely. 

See that the pupil does the work, rather than have the teacher 
do it for him. Insist that the inventory of feeds is the home list. 
Connect the work with the actual home conditions and the practical 
value of this study will be increased. 

October, 1916. 

Scoring Light Harness Horses. 

Outline of Study — 

Proceed in the same manner as when scoring the draft horse. 
Not so much time should be spent on the light harness 
horse as on the draft horse. Instruction in determination 
of age of horses under 6 should be given. 

1. Material and Equipment — 

Same as previous month except that the feeds will not be 
continued. 

2. Demonstration Exercises — 

1. Have several horses accessible for study at different 

times. The common farm carriage horse rather than 
the fancy roadster or racing type should be studied. 

2. Give plenty of time to examination of the mouths of 

horses when studying age, in the case of ages already 
known and when the age is not known. 

The light harness horse has a different purpose from that of 
the draft horse. This purpose should be emphasized. The draft 
horse is the business horse of the farm; the light-harness horse is 
the errand or pleasure horse. More time should be given to the 
study of the former than to the latter. Study the differences in 
conformation of light harness and of draft horses, especially in 
feet and legs. 

In studying age, some exceptions to the pictured character- 
istics will be found, but familiarity with the subject will enable 
the teacher to note these. 

For more detailed questions and suggestions, see the study of 
draft horse. 



79 

November, 1916. 

Scoring Beef and Dairy Cattle — Functions of Different Classes 
of Matter in Animal Body — Nutritive Ratio. 

Outline of Study — 

After contrasting the beef type with the dairy type each 
should be studied separately according to the procedure 
suggested for draft horses. The time devoted to any one 
type should be determined by the number in the com- 
munity which is available for use. The general functions 
of each class of matter in the animal body should be 
made plain to the pupil, especially as building material 
for muscle, bone and fat. The pupil should be taught 
how to figure the nutritive ratio of a feed or ration, and 
its meaning and use made clear. The meaning of a 
"standard" ration should then be made clear. 
Functions of Different Classes of Matter in Animal Body. 

1. Material and Equipment — 

1. Score cards of beef cattle and dairy cattle. 

2. Picture of the beef and dairy types of cattle. 

3. One animal of each type, if no more is possible, should 

be accessible to the class. 

2. Demonstration Exercises — 

1. Use score card on the animals, going to them or having 

them brought to the school. 

2. Make up as many problems as will be needed to under- 

stand the "nutritive ratio" and "balanced ration." 
The type of problem to use may be varied. The nutritive ratio 
is the ratio between the digestible protein and the digestible carbo- 
hydrates plus the digestible fats. This ratio may be found by 
multiplying the per cent, of digestible fat by 2.25 to reduce it to 
terms of carbohydrates. Add this product to the per cent, of 
digestible carbohydrates, which gives the total carbohydrates. Di- 
vide this sum by the per cent, of digestible protein : 

(Digestible fat x 2.25) x Digestible carbohydrates , T . . A . 

- — - =^ — \ ... — — : = Nutritive ratio. 

Digestible protein 

It will be seen that the same general plan of scoring cattle may 

be followed as was made for horses. The conformation of the beef 

cattle is in some respects like that of the draft horse, while the 

temperament and disposition are yet more alike. The dairy cow 

has the nervous temperament of the light harness horse. 



80 

Put most time on the type of cattle considered most important 
in the section. 

The series of feeding experiments at Purdue and other experi 
ment stations offer many rations for beef cattle that may be com- 
pared. The use of silage for both beef and dairy cattle has shown 
that feed to be most economical and satisfactory. 

Do not spend much time in explaining the German or other 
standards that may be consulted. The practical standard is one 
that gets results and must depend upon the watchful care of the 
feeder. Standards are helpful as guides for experimental feeding. 

It would be well to do as much work in judging as possible in 
November and continue the problems and study of feeds in the 
stormy days of the winter. 

December, 1916. 

Composition of Feeds. 

Outline of Study — 

The teacher should illustrate the general classes of matter 
contained in feeds. The pupils should then be taught to 
use the feed composition tables. (Farmers' Bulletin No. 
22.) 

1. Material and Equipment — 

1. Representative feeds illustrating the constituents of the 

composition tallies. The common feeds may serve. 

2. Copies of composition tables. 

2. Demonstration Exercises — 

1. Drive off water from a spoonful of corn meal and burn 

the matter to ash. 

2. Protein may be found as gluten by washing dough of 

wheat flour to a sticky mass. 
'3. Pat may be shown in the cream or butter, while carbo- 
hydrates are a broad class of which sugar is fairly 
representative. 
4. Work problems. 
Feeds give different results owing to their difference in compo- 
sition. Farmers should learn that no one feed is well adapted to 
be used alone. Feeds like corn are fattening, other feeds build up 
bone and muscle. Have a copy of the food composition tables in 
the hands of each pupil. Note most of the common feeds of the 
farm in this table, and have the pupil able to give the analysis of 
different quantities of these feeds. 



81 

January, 1917. 

Study of Breeds, Their Characteristics and Origin, and Feeding 
Horses. 

Outline of Study — 

Make a study with the pupils of the characteristics of the 
pure bred or registered horses in the community. Con- 
sider color, form and other characteristics. A simple 
story of the origin of each breed should be told the pupil 
by the teacher. This should consider (a) place of origin, 
(b) general conditions of the environment, and (c) their 
present general distribution and number. Make this very 
elementary. 

Material and Equipment — 

1. Have pupils prepare a list of the breeds represented by 

the horses in the community, either pure-bred or 
grades. 

2. The history of the different breeds as given by Plumb 

or Harper. 

3. Pictures and cuts of horses of different breeds. 

4. A few animals should be accessible to the class for labor- 

atory work. 
Demonstration Exercises — 

1. Have a computation made of the proportion and quan- 

tities of different feeds that would be fed to a working 
horse of 1,800 pounds weight for a period of one 
month. 

2. Have a similar exercise for a brood mare with colt at 

her side, a colt at weaning time, an idle horse, a driv- 
ing horse working two days per week. 

3. Have the pupils make observations and report in writing 

on the characteristics of the pure bred or registered 

horses in the community. Have the pupils keep a 

record of four weeks of the kinds of feed and the 

amount of each fed to the different classes of horses 

at home — working horses, weanling colts, brood mares, 

idle horses. Compare the rations used with the proper 

ration for each class. 

Some reasons should be given for the prevalence of one breed 

in the community. The topography, the character of the soil, 

the type of farming, the kind of roads may influence this choice 

or it may be only the influence of certain breeders. 

6—3385 



82 

Use the pictures as the origin of' the hreeds is developed. Give 
special attention to the breeds in the neighborhood and make the 
pupils familiar with the distinguishing characteristics of these 
breeds. 

After the list of feeds common in the community is discussed, 
additions to the list may be suggested, giving reasons why they 
should or should not be given a trial. Work out the nutritive 
ratio of corn and timothy hay in definite quantities and compare 
with the balanced ration as described in F. B. 846. 

February, 1917. 

Feeding Cattle. 

Outline of Study — 

Proceed as in the study of horses in the outline for January. 
After a study is made of cattle rations in general (fat- 
tening steers, beef cows, milking cows, etc.) study the 
feeding and development of the calf to maturity. 

Material and Equipment — 

1. As in January, have a list of the breeds of cattle that 

are kepi in the community, both beef and dairy cattle. 

2. Pictures and cuts as before. 

Demonstration Exercises — 

1. Compute best ration for a yearling steer, a three-year- 

old steer, a milk cow, etc. 

2. Compute the daily gains made by a calf fed skim milk, 

whole milk, running with dam, getting figures from 
the work that may be going on at home or in the expe- 
rience of the class. Try to get some experiments 
started along this line. 

3. Show by assumed conditions that protein feed may be 

supplied more economically in the form of oil meal 
or cottonseed meal under some conditions while again 
clover hay or alfalfa should supply protein. The 
ration should be ideal only as it fits the situation. 

4. Have the pupils make observations and report in writing 

on the breeds of cattle in the community. Have the 
pupils keep a record for four weeks of the kinds of 
feed and the amount of each fed to the different classes 
of cattle at home — milk cows, fattening steers, beef 
cows, calves. Compare the rations used with the 
proper rations for each class. 



83 

More cattle should be fed in almost every community for the 
benefit of the soil and the profit resulting. Keeping this in mind, 
try to bring the subject of cattle feeding before the class in a way 
that will make them see this need. Market demands and market 
quotations with a diminishing supply of rattle show the need of 
more cattle as well as the profit in cattle. Gains are influenced 
by pasturing cattle, age of cattle, followed by hogs, short vs. long 
feed, skill of feeder, etc. The teacher can be of much help to the 
community along this line if he studies the situation. The Purdue 
bulletins on Steer Feeding are the results of feeding along prac- 
tical lines and should be studied carefully. 

March, 1917. 

Scoring Swine and Sheep. 

Outline of Study — 

Give the pupils instruction regarding fat hogs about ready 
for market, brood sows, sheep about ready for the market 
and breeding ewes. 

Material and Equipment — 

1. Score cards for swine and sheep. 

2. Some representative animals of different breeds, if pos- 

sible, for the class to work upon. 

3. Pictures as before. 

Demonstration Exercises — 

1. Score as many sheep and hogs as the class can get time 

to do. Usually the hogs should have greater emphasis 
since they outnumber the sheep. 

2. A pig club composed of members of the class and others 

might result from a little encouragement from the 

teacher. The club work would supplement nicely the 

class work and afford the best laboratory possible. 

The lard type of hogs is most common in Indiana. Learn the 

differences between the lard and bacon types, also the names of the 

breeds in these classes. "What breed is most numerous in your 

community? The highest finish in feeding hogs has not usually 

come from farmers. The ration has not been studied by them 

sufficiently and the conditions have not been good. A better finish 

would bring a better price and probably greater profit. The 

cholera fear has also made farmers afraid to keep their hogs any 

longer than possible. Develop the ideal of a fat hog or sheep from 

the score card. 



84 

The two types of sheep are Pine-wool and Mutton. Learn the 
breeds that belong to each. Certain breeds like the Shropshire are 
sometimes called dual purpose in that they serve both for wool and 
mutton with good returns in each. Not anywhere near enough 
sheep are kept on Indiana farms. Note the useful purposes they 
serve. Discuss the danger from dogs and show that the advantage 
of a whole community is greater than the individual. 

April, 1917. 

Feeding Swine and Sheep. 
Outline of Study — 

Make a careful study of proper rations for fat hogs, brood 
sows, market sheep and breeding ewes. 
Material and Equipment — 

1. Several rations that meet the requirements in fattening 
hogs and sheep. Also the list of feeds from which 
rations may be made. 
Demonstration Exercises — 

1. Work out problems as before, showing gains when fed 

different rations, suggested by class. 

2. Work out a satisfactory ration for a growing pig. Note 

how far this comes from being the actual ration in 
most cases. Will pigs growing with insufficient pro- 
tein in their ration be as able to resist disease as where 
the matter is given proper attention? 

3. It may be easy to get some boys to try some experiments 

in feeding pigs as home project work. 

4. Have pupils keep a record for four weeks of kinds of 

feeds and the amount of each fed at home to the above 
classes of hogs and sheep. How do rations being fed 
compare with proper rations? 
The general advantages of feeding hogs are in furnishing a 
higher market for the feed of the farm, particularly the corn. 
Compare the hog with other animals in economy of gains. Iowa 
has nearly twice as many hogs as Indiana. Corn has been so 
common that it has been fed too exclusively both for economy of 
gains and the disease-resisting power of the hogs. Study the ad- 
vantages of clover pasture or other forage crops for hogs. 

The hot-house lamb is worthy of special study as the most 
profitable sort of feeding due to the great efficiency of the young 
lamb in making gains. Sheep feeding, however, may become more 
general as an industry. 



85 

DAIRYING. 

Seventh and Eighth Grades. 
September, 1916. 

Silage and Dairy Feeds. 

A. Visit farms on which silos are being filled ; note the condition 

of the corn in respect to its maturity ; number of men em- 
ployed ; horse-power of engine used ; material used in the 
construction of silo; diameter and height of silo and its 
estimated capacity; pack sample of corn in fruit jar, plac- 
ing cover on tightly and keep in school house; note changes 
that take place. 

B. Make a collection of all grains and concentrates found upon 

farms in school districts ; place the samples of feed in glass 
jars and paste labels on same, giving name, composition and 
value ; arrange samples in accordance with protein content. 
Also make collection of home-grown concentrates and com- 
pare them with purchased feeds especially in respect to 
composition ; discuss methods of manufacturing of mill by- 
products, such as bran, linseed meal, gluten feed and hominy 
feed. 

October, 1916. 

Feeds and Feeding Terms. 

A. Have pupils collect samples of roughages as grown in the 

neighborhood ; discuss them from standpoint of protein con- 
tent and label them the same as has been indicated for con- 
centrates. Determine the amount of these feeds a dairy 
cow will consume when in full flow of milk ; briefly study 
the history of crops suitable for the dairy. 

B. Discuss the meaning of the terms, concentrates, roughages, 

carbohydrates, fat, ration, supplements, palatability and 
bulk ; have pupils discuss the feeds collected, using terms 
as indicated above in classifying them. 

November, 1916. 

Compounding Rations — Home Herd Records. 

A. From samples of feeds collected, compound several rations 
using home-grown feeds in one set as concentrates and in 
another set, use mill by-products ; determine the amount of 
various feeds a cow will eat and estimate the cost of various 
rations. 



86 

B. Have pupils keep account of the amount of feed consumed by 
certain cows in their home herd, using, if possible, one of 
the rations suggested in the previous exercise ; note milk 
production and estimate the profit of various cows over cost 
of feed. 

December, 1916. 

Calf Feeding. 

A. Study the conditions necessary for best development of young 
calves, with special reference to amount and kind of feed 
required at various ages up until six months old, desirable 
grain rations for young calves; housing conditions; desir- 
able sanitary conditions ; variation in birth weight of calves ; 
make a record of the number of calves grown to the age of 
six months within some definite area ; estimate cost of grow- 
ing calves. 

January, 1917. 

Care of Milk on the Farm — Sanitation. 

A. Have pupils report in regard to type of milk buckets used, 

whether or not milk is cooled, manner of handling cream 
after it is separated ; make collection of illustrations of milk 
coolers and milk buckets. 

B. Explain meaning of the following terms, sanitation and con- 

tamination, in discussing the conditions for their presence; 
have pupils make notes concerning contaminating influences 
in and around the barn ; undesirable, unsanitary conditions 
observed in the production of milk and in the handling of 
it ; note the influence of dirt in the sample of milk. Also 
the effect of sanitary production. 

February, 1917. 

Cream Separation. 

A. Make collection of names of types of milk separators in school 
districts; study the various methods of separating milk; 
compare the efficiency of the shallow pan, deep pan, water 
dilution and centrifugal methods of separation ; make a 
drawing of the standard types of separator bowls and indi- 
cate the course of milk as it passes through and explain 
factors which are responsible for its separation. 



87 

March, 1917. 

Milk Testing. 

A. Explain to pupils, the economic importance of knowing the 

per cent, of butterfat in milk ; study methods of determin- 
ing this factor with the special reference to the manipula- 
tion of the Babcock test. 

B. Give pupils practical experience in operating the Babcock test, 

having them bring samples of milk from certain cows and, 
in this way, have them calculate the amount of butterfat 
produced by various individuals in their home herd. 

April, 1917. 

Transportation and Marketing of Dairy Products. 

A. Have pupils report in regard to form that home dairy products 

are marketed ; make a study of the various forms that the 
dairy products may be marketed, advantages and disadvan- 
tages of each. 

B. Make a general review study of the factors of the importance 

in the development in this industry ; its extent in Indiana 
and in the local county ; crops grown for rich production 
and products manufactured from its production. 



POULTRY. 

Seventh and Eighth Grades. 
September, 1916. 

Fattening Poultry. 

1. Material and Equipment — 

Fattening crate 3 feet long, 2 feet deep, 17 inches high. 
Equipped with feeding trough and dropping pan. 
(Each pupil to make one where possible.) If crate can 
not be made a pen that is clean, dry and well ventilated 
will be suitable. 

2. Demonstration Exercise — 

1. Each pupil must look into the conditions of poultry at 
home before good constructive work can be done, and 
with this in mind a report should be required on the 
following points: 



a. Number and kind of chickens at home. 

b. Kind of housing conditions. 

e. Kinds and amounts of feeds that are being fed for 
fattening the poultry before marketing. 

d. Health conditions of poultry. 

e. Age of chickens. 

f. Number that will be sold. 

2. Study chickens in a nearby tlock for the purpose of 

studying the points to be considered in selecting 
chickens for fattening. 

3. Require each pupil to build a fattening crate 3' x 2' x 

17" or obtain use of pen or coop suitable for fatten- 
ing. 

4. Have each pujnl select from home flock 5 or 6 chickens 

to be fattened. 

5. Each pupil should feed the crate of chickens at home 

in accordance with information obtained through 
class discussions and field work. 

6. Compare rations being fed at home with those recom- 

mended. Through class, laboratory and home work, 
information should be obtained on all the points 
mentioned under "Demonstration Exercises." 

3. Home Projects — 

, The nature of the work outlined above necessitates laying 
emphasis on connecting the school work with the 
practical handling of the poultry at home. Too great 
emphasis can not be laid on the importance of secur- 
the co-operation of the parents. 

4. Suggestions to Teachers — 

Success in teaching any such subject as the above will 
depend largely upon just how much the instructor 
can get the pupils to do themselves. If the teacher 
dees all the work the results will be a failure. She 
is the one who guides the pupil and the pupil will 
get results in proportion to what she puts into it. 
The teacher must know more than the student and 
so must keep ahead in the work and apply study, 
observation and, if possible, experience to the work. 
Make the instruction suit the local conditions and by 
actual experience show the value of giving time to 
this study. 



89 

4. Points of Information — 

Fattening is essentially a finishing process. It is to im- 
prove quality more than quantity. Birds to feed 
should be healthy, vigorous and in good condition. 
Surroundings that reduce exercise and insure quiet 
are best. Two weeks' feeding period is long enough. 
The birds when penned should first be weighed with 
crop empty and fed twice daily of all they will eat 
up clean in 30 minutes. Never leave feed before 
them for a longer period. A good ration is 2 lbs. 
cornmeal ; 1 lb. ground oats ; 1 lb. shorts ; 8 lbs. but- 
termilk. This should be mixed and allowed to sour 
for 12 hours before feeding. If the birds can be 
weighed every three days the results will be more 
interesting. Little gain will be made the first 3 
days, but more will be made by the tenth. Milk fat- 
tened birds are more juicy and tender than fowls fed 
in the ordinary way. 

October, 1916. 

Diseases of Poultry. 

1. Material and Equipment — 

A louse and a mite mounted on cards. Samples of disin- 
fectants, remedies, purgatives, spray pumps and oth- 
er things that have to do with diseases and their 
treatment. Pictures and other illustrative material 
for showing types of ailments. 

2. Demonstration Exercise — 

1. Have children report on housing conditions of poultry 

at their homes, kind and amounts of feeds that are 
being fed, health condition of chickens, how sick 
chickens act, some of the poultry diseases that are 
common in the community and remedies that are 
being used. 

2. Discuss lice and mites, their mode of living and method 

of reproduction; prevention of reproduction, and 
remedies. 

3. Inspect a poultry house near the school. Emphasize 

the importance of sunlight, fresh air, freedom from 
dampness and drafts, proper rations, and sufficient 
exercise to prevent disease. List the diseases due to 
poor housing, bad feeding, and lack of sanitation. 



90 

3. Home Projects — 

The greater part of the demonstration exercises will con- 
sist of home work. Secure the co-operation of the 
parents to the extent that they will not only enter 
into the discussions with their children and at the 
community hetterment meetings, but will encourage 
the children to do practical work along the line of 
prevention of disease among the poultry at home. 
The best cure is prevention and stress must be laid 
upon that fact. It seldom pays to doctor chickens 
and fake remedies should be condemned. Insist on 
applying the knowledge of sickness in the home and 
among the live stock to the poultry on the farm. 

4. Points of Information — 

1. Destroying Lice and Miles. Lice live and reproduce on 

the body of the fowl. They breathe through the 
pores in the sides of their bodies. Any penetrating 
powder applied to the hen, and worked in onto the 
lice will close up these pores and kill the lice. Blue 
ointment in amount about the size of a pea applied 
to the fluff feathers just below the vent will rid the 
hen of lice. Dusting must be repeated very often, 
but the blue ointment need not be applied more than 
twice yearly. 
Mites live and reproduce in the cracks and crevices of 
the henhouse. They can be destroyed by spraying 
thoroughly with any coal tar stock dip. This must 
be repeated in ten to fourteen days in order to catch 
the nits that hatch. 

2. How to Prevent Disease. All new purchases should be 

quarantined for a week or ten days in order to see if 
disease breaks out. No poultryman should ever sell 
a diseased bird, and every bird that dies should be 
burned, not buried. Copper sulphate to the amount 
of one ounce for every ten gallons of water, will keep 
the drinking water pure, and free from disease or- 
ganisms, thus preventing the spread of disease 
through that channel. Poultry houses should be 
thoroughly disinfected several times a year. The 
yards and runways should be plowed and planted to 
crops once or twice a year. All remedies should be 



91 

carefully investigated before any purchase is made. 
This will prevent obtaining quack remedies. 

November, 1916. 

Class and Breed Characteristics. 

1. Material and Equipment — 

All the different kinds of chickens available in the* com- 
munity. Collection of colored pictures from Poul- 
try Publishing Companies. 

2. Demonstration Exercise — 

Learn the definitions of class and breed. By considering 
size, purpose, color of eggs, color of earlobes, size of 
comb, and looseness of feathering, the class to which 
each bird may belong can be found. By considering 
shape and general type, the breed may be identified. 

3. Home Projects — 

When class and breed differences have been learned the 
pupils should bring in a list of the birds at home 
that belong to the different classes and name the 
breeds of several. Bring out breeds best suited for 
laying, fattening, setting, general purpose, etc. The 
practical value of class and breed characteristics can 
thus be shown and an impetus given for keeping pure 
bred poultry. Uniformity of product is the greatest 
value of pure bred fowls. 

4. Points of Information — 

Class. Is an arbitrary classification of fowls according to 
broad general characteristics. The name is taken 
from the country in which the fowls originated. 
Breed. A subdivision of class. It is determined by shape. 
Birds of the same breed maintain similar shape char- 
acteristics. ''Shape makes the Breed." 
1. Class Characteristics: 

A. Asiatic Class. Purpose, Meat. 

Characteristics: (1) Large. (2) Red ear lobes. 
(3) Feathered shanks. (4) Yellow skin except in 
Langshan, which may have white. (5) Yellow shanks 
except in Langshan, which may have white or black 
shanks. (6) Color of eggs brown. (7) Loose plum- 
age. (8) Slow movers, non-flyers. (9) Not nervous. 
(10) Fair setters and mothers, but clumsy, and are 



92 

apt to break eggs and trample on chicks. (11) Not 
heavy egg producers. (12) Poor foragers. (13) 
Small single comb except Brahma, which has pea 
comb. 

B. American Class. Purpose, Meat and Eggs. 
Characteristics: (1) Medium size. (2) Red ear 

lobes. (3) Clean shanks. (4) Yellow skin. (5) Yel- 
low shanks except in Black Wyandottes and Javas. 
(6) Eggs, brown. (7) Medium close plumage. (8) 
Active. (9) Not nervous. (10) Good setters and 
mothers. (11) Fair to good layers. (12) Fair to 
good foragers. (13) Medium sized, single and rose 
comb. In the rose comb varieties the spike curves 
with the head. 

C. Mediterranean Class. Purpose, Eggs. 
Characteristics: (1) Small in size except the Mi- 

norcas and Spanish, which are medium. (2) Ear 
lobes, white. (3) Clean shanks. (4) Yellow skin 
except in Minorcas, Spanish and Andalusians, which 
have white skin. (5) Shanks yellow except in Minor- 
cas, Spanish and Andalusians, which have white or 
black shanks. (6) Eggs white. (7) Close plumage. 
(8) Active. (9) Nervous. (10) Non-setters. (11) 
Good layers. (12) Good foragers. (13) Large single 
and rose combs. In the rose comb varieties the spike 
points straight back. 

Breed Characteristisc : 

A. Asiatic Class. 

1. Cochin — Round and fluffy, short legs and neck, 
low short tail, high cushion, short back, single, comb, 
two outer toes feathered. 

2. Brahma — Body longer than it is deep, rather 
rectangular in shape. Longer neck and legs than 
Cochin, but not as long as Langshan. Pea comb, more 
compact and closely feathered than Cochin. Two 
outer toes feathered. Heaviest breed of the class. 

3. Langshan — Longest legs and highest tail of the 
Asiatic class. Body shorter than the Brahma. Closer 
feathered than Cochin. Single comb. Only the outer 
toe feathered. Smallest of the Asiatic class. 



93 

B. American Class. 

1. Plymouth Rock — Back longer than Wyandotte 
and shorter than Rhode Island Red. Sloping back. 
Always single comb. Little inclined to be rangy. 

2. Wyandotte — Bird of curves. Short back, body 
and legs round like a ball. Very blocky and broad. 
Always rose comb. 

3. Rhode Island Red — Long rectangular body. 
Long straight back, with tail coming off at a sharp 
angle. Rather short legs. Tail and head carried low, 
giving a longer appearance to the bird. Single or rose 
comb. Always red. 

C. Mediterranean Class. 

1. Leghorn — Small size. Very graceful. Shorter 
back and higher tail than the Minorca. Legs yellow. 
Single or rose comb. 

2. Minorca — Larger than Leghorn. Extremely 
long back and body. Tail carried low. White or black 
legs. Very large combs. Single or rose comb. 

5. Suggestions to Teachers — 

It is suggested that pupils learn the different classes and 
breeds by the use of the characteristics rather than by 
memory. This will teach the child to learn by deduction 
and reasoning. 

December, 1916. 

Identification of Varieties. 

1. Material and Equipment — 

Same as for Nevember with the addition of different kinds 
and colors of feathers. 

2. Demonstration Exercise — 

Learn the definition of variety. By considering color and 
comb the variety may be identified. Some birds will 
serve to explain the combs, and charts or feathers will 
bring out the different color patterns. A neighboring 
poultry show should be visited if possible. 

3. Home Projects — 

Have each pupil make a collection of all the different kinds 
of feathers that can be found with correct names for 
each. Submit drawings of the types of combs. Bring in 
a list from home of the different varieties that are found 
there and in the immediate neighborhood. 



94 

1. Indentification of Varieties — 

Variety. A subdivision of breed. Variety is used 
to denote the different colors or kinds of comb that are 
found of the same breed. Color and comb make the 
variety. 

2. Description of Varieties of Feathers. 

Parts of a feather: (a) Quill or shaft, (b) Fluff 
or under color, (c) Web or surface. 

Black. Pure black with greenish sheen. Should be 
free from purple bars. 

White. Pure white. Should be free from creami- 
ness, brassiness or foreign color. 

Buff. Rich golden buff. Should be free from shaft- 
iness and mealiness. 

Red. Deep mahogany red. Should be free from 
mealiness or shaftiness. 

Salmon. Salmon color. Should be free from shaft- 
iness. 

Barred. Grayish white crossed with bars that stop 
short of being positive black. 

Golden Laced. Golden center, oval in shape, in 
black feather, undercolor slate. 

Golden Penciled or Partridge. Mahogany brown 
penciled with distinct black. The cresentic penciling 
conforms to the outline of feather. The parallel form 
running across the feather at right angles to the shaft. 

Stippled. Light brown sprinkled over with specks 
of darker brown. 

Striped. Black stripe down the middle of a feather 
of some other color, usually white or red. The stripe 
should stop short of the end of the feather. 

January, 1917. 

Age, Sex and Vigor. 

1. Material and Equipment — 

Females — A pullet, yearling and 2 year old. 

Males — A cockerel, yearling and 2 year old. 

2 Females, one of strong vitality, one weak in vitality. 

2 Males, one of strong vitality, one weak in vitality. 

2. Demonstration Exercise — 

Study the characteristics of both males and females with 
respect to age, finding those things that typify age. 



95 

Learn the terms of age, and sex. With the weak birds 
point out the characteristics that denote poor vitality 
and show the opposite on the strong birds. Explain the 
influences of age and vigor upon health, egg production, 
and hatchability and fertility of eggs. 

.'3. Home Projects — 

Ask each pupil to bring in a list of the birds of different 
ages on the home farm, or in some neighboring flock. 
List the number of birds in this same flock that are good, 
fair or poor in vitality. The question of vitality is by 
far the most important one in the poultry business. 
With good vigor birds withstand much abuse, but with 
poor vigor they can not do well under the best of condi- 
tions. The ability to produce eggs and hatch them de- 
pends largely upon the amount of vitality in the laying 
stock. The question of vigor has been shown to be of 
importance in live stock, why not with poultry? 

1. Indications of Age, Sex, and Vigor. 
A. Age. 

Cockerel — A male bird under one year old. 
Cock — A male bird over one year. 
Pullet — A female under one year. 
Hen — A female over one year. 

2. Indications of Age. 

Head — The comb becomes coarser as the bird gets 
older. A comb that has been frozen off is usually a 
sign of a bird over one year old. In old age the ear 
lobes and face become wrinkled and the eyes sunken. 

Shanks and Toes— In the older birds the shanks 
show a little coarser than in the younger birds. Scaley 
legs are not necessarily indications of age. In the 
young male the spurs are shorter and round on the 
end, while in old males they become very sharp 
pointed and hard. 

Plumage — In old hens the plumage gets dull and 
more fluffy and loose in appearance. Feathers in gen- 
eral are larger in old birds than in young. 

Voice — The voice becomes deeper with age. 

Activity — Age brings laziness after second year. 

Shape — As age proceeds the birds round out. The 
breast fills out and the thighs increase in size. 



96 

Color — Old birds usually fade in both plumage and 
shanks. 

3. Indications of Sex. 

Head — The comb is larger in the males. Lopped 
combs are found in the Mediterranean females. The 
male has a coarser head and head appendages than 
the female. 

Plumage — One never failing indication in birds 
from two to three months old and older is that the 
saddle feathers of the males are sharp pointed, while 
the females are rounded. The males are always more 
glossy and in colored varieties, with few exceptions, 
are more gaudy. 

Voice — Males crow and call, females cackle, cluck, 
and sing. In young birds the female has the higher 
voice. 

Spurs — Mostly found on males, although sometimes 
found on hens. 

Size — The males are larger than the females. 

4. Vigor or Vitality. 

Vigor or vitality is the foundation upon which all 
successful poultry operations are built, and the lack 
of which is the cause of many failures. Webster says, 
"Vigor is force, strength, energy," and "Vitality is 
life, power." 

5. Indications of Strong Vitality. 

Head — Comb full blooded and full size for age and 
breed; eye bright, full and prominent. Beak short, 
well curved and stout. 

Neck — Thick and short for breed. 

Back — Broad and strong. 

Breast — Wide and full. 

SJianks — Straight, strong and bright colored. 

Body — Wide and deep, showing capacity ; wide be- 
tween legs, deep between points of pelvic bones and 
rear of keel. 

Plumage — Bright and glossy. 

General Activity — Alert and active for breed. Mas- 
culinity in males and femininity in females. Loud 
and frequent crowing of the males. 



97 

6. Indications of Weak Vitality. 

Head — Comb pale, small, or lopped in male; eye 
pale or sunken; back long, slim and straight; face 
flat and sunken in front of eyes. "Crow Head." 

Neck — Long and thin. 

Back — Narrow and weak. 

Breast — Narrow, flat or shallow. 

Body — Narrow or shallow. 

Shanks — Long, thin, hard, dry and cold. 

Plumage — Dull. 

General Activity — Inactive, cowardice ; feminine 
looking males. 

February, 1917. 

Physical Characteristics of Eggs. 

1. Material and Equipment — 

2 raw eggs (1 fresh; 1 stale). 
2 saucers. 
1 boiled egg. 
Chart or drawings. 

2. Demonstration Exercise — 

Break the 2 raw eggs out upon saucers and study the dif- 
ference in structure and condition. 

Peel the shell from the boiled egg, taking care not to injure 
the egg proper. Cut the egg longitudinally and study 
the structure. 
'.\. Questions — 

What are the different parts of the egg and their uses as 
food? 

What is the difference between a stale and a fresh egg ? 

What causes staleness ? 

What is the difference between a fertile and in infertile 
egg? 

Why are yolks of different colors? 

4. Suggestions — 

Take up eggs as a food and the care necessary before mar- 
keting and after purchasing. Eggs are perishable prod- 
ucts and easily absorb odors, etc. 

5. Points of Information — 

Raw Egg: 

Thin Albumen : Watery substances around outer edge 
of egg. 

7—3385 



98 

Dense Albumen : Thicker transparent, substance which 
stands up in thick layer. 

Yolk : Yellow portion. 

Germinal Disc : White spot which floats to top of yolk. 

Vitelline Membrane: Very thin membrane around the 
yolk of the egg, containing the yolk. 

Chalaza : Dense, cordlike albuminous structures at each 
end of yolk, the function of which is to suspend the yolk in 
the center of the food supply, the albumen ; also to keep it 
suspended for protection. 

In the stale egg the yolk is flat, and in the fresh egg the 
yolk stands up much higher. 

Boiled Egg: 

Observe two outer membranes enclosing a small air cell. 
After the egg is cut the two whites can be easily separated. 

Stateness is caused by age or heat, and influences the 
physical rather than the chemical condition to a great 
extent. A fertile egg contains a fertilized ovum and when 
heat is applied to it can produce a chick. 

March, 1917. 

Artificial Incubation and Breoding. 

1. Material and Equipment — 

Incubator (loaned by a local firm). 
Brooder (loaned by a local firm). 

2. Demonstration Exercises — 

Study the incubator and brooder for the purpose of 
determining the principles upon which they are con- 
structed. Simple laws of physics can be learned from the 
regulator. 

3. Questions — 

What are the incubation periods for different birds? 

What are the temperatures required each week of incu 
bation ? 

What are the advantages and disadvantages of natural 
incubation? Of artificial incubation? 

What are the methods of artificial incubation? 

Similarity between natural and artificial incubation. 

Study brooder in the same manner. 



99 

Emphasize importance of poultry club work. 

a. Interests children in home work. 

b. Connects school work with home life. 

3. Improves poultry conditions and is therefore of 
economical importance. 
April, 1917. 
Feeding Chicks. 

1. Material and Equipment — 

Feeding troughs. 

Water vessels. 

Samples of feeds (mixed and unmixed). 

2. Demonstration Exercises — 

Choose best feeding and watering device that can be 
made at home. Mix rations from home feeds. 

3. Home Projects — 

Each pupil should take a brood of chicks at home and 
raise them according to regulations laid down especially as 
to rations. This may be a clutch of chicks under a hen. 

HORTICULTURE. 

Seventh and Eighth Grades. 
September, 1916. 

Home Gardens — Vegetable Shows. 

Hold a vegetable show, giving prizes or honorable mention for 
the Jbest assortment of vegetables from the home garden and for 
best specimens of each kind of vegetable. 

Visit several home gardens and have pupils inspect them and 
score them according to following score card. 

Garden No Judge 

Points. Score. 

Location 5 

Soil adaptability 5 

Number vegetables grown 10 

Garden plan 5 

Tilth of soil 20 

Tillage tools 5 

Freedom from weeds 10 

Health of vegetables 15 

Yield 25 

Total 100 



100 

Locate several typical home gardens in the community within 
easy reach of the school grounds. Equip each pupil with score 
(•aids and see that every point on the card is understood. The points 
mentioned are graded according to their relative importance. 
Locution: With reference to house, water supply and storage 

cellar. 
Soil Adaptability : Is it suited to garden crops or is it too heavy 

and cold? Are the proper crops growing on the proper soils? 
Number of Vegetables Grown: Is there enough variety in crops? 

Do the crops furnish vegetables throughout the entire year? 
Harden Plan: Has any definite plan been followed? Has a system 

of companion and succession cropping been planned? Is the 

garden too large or too small for the family to be supplied with 

vegetables ? What about its shape for economic working ? 
Tilth of Soil: Is soil friable or hard and baked? Has fertilizer 

been used. Has the soil been cropped to death ? 
Tillage Tools: Has the gardener proper tools? How are they 

kept ? Are they adapted to his soil ? 
Freedom from Weeds: Do the vegetables have a constant battle 

with weeds? Are the weeds present dangerous? 
Health of Vegetables: Are the plants infested with plant diseases 

and noxious insects? Have they been sprayed? 
Yield: Does the gardener secure sufficient yield to warrant the use 

of the ground for this purpose ? 

Visit a neighboring market garden and have pupils observe and 
write up methods of harvesting vegetables. Give pupils the yields 
and income per acre of the principal crops to stimulate interest. 

The following study may also be made of special crops : 

VEGETABLE STUDY. 

Outline of Study — 

Several specimens of potato, squash, beets, carrots, cab- 
bage, and tomato. Secure several different types of the veg- 
etables common to the garden at this season and have the 
pupils familiarize themselves with their gross appearances 
and uses. Have potato contest at this time as outlined in 
Purdue Extension Bulletin 20. 

What type of potato is most desirable from the markel 
standpoint? What variety of squash is best adapted to stor- 
age? How would you store beets and carrots?' What insect 



101 

and disease pest trouble these vegetables? How are they 
controlled ? 
Demonstration Exercises — 

Study the different varietal types of the following fall veg- 
etables: Potato, squash, beet, carrot, cabbage, and tomato. 
Make outline drawing of each. Note how each vegetable is 
propagated and what it is used for. 

October, 1916. 

Storage of Vegetables. 

School should either buy some vegetables for storage (to be 
sold again in spring) or get permission to have class store 
some vegetables for some fanner. 

Weigh all vegetables to be stored to compare this weight 
with their weight when removed from storage to determine 
shrinkage. 

Construct a vegetable storage pit on a well drained site 
and store some of the root crops, such as beets or carrots or 
parsnips. Cabbage may also be stored, setting plants in lay- 
ers with the roots up. 

Have pupils learn the fall vegetables and vegetables that 
may be stored for winter use. 

November, 1916. 

Fertilizer and Germination Tests. 

Dig a pit for next spring's hotbed before the ground 
freezes. Cover with boards to keep out snow. Select a well- 
drained place for the pit hotbed. A well-drained south slope 
with wind break on the north side is preferred. 

It would be well to include a little agricultural botany this 
month with some simple laboratory experiments illustrating 
transpiration; the absorption of moisture by seeds; the 
action and growth of roots ; types of root systems ; the plant 
foods needed by vegetables and the fertilizers containing 
these plant foods. Try to grow a few plants in pure sand to 
illustrate starvation due to lack of plant food. 

Conduct some simple germination experiments in a warm 
temperature and in a cold temperature, and with too much 
and too little water, etc. Test the germination of several 
kinds of vegetables such as celery, lettuce, parsnips, radish, 
cucumber, beets, peas, and beans at different depths in the 
soil. How does the size of seed compare with the depth it 
may be planted ? 



102 

December, 1916. 

Garden Pests. 

Study the life history of the insects injurious to vegetables 
and how to kill them. Be sure to include, squash bugs, to- 
mato worm, plant lice, cut worms, cucumber beetles (striped 
and spotted), white grubs, wire worms, corn ear worms, cab- 
bage worms, potato beetles, blister beetles, and as many oth- 
ers as you find of economic importance in your community. 
Begin this work by telling the pupils something about the 
general life history of all insects and the changes they go 
through from egg to maturity. Explain the two ways which 
insects injure plants and why a poison that kills one will not 
affect another. Mix up samples of the different insecticides 
and be sure each child knows the proportions and for what 
used. 

January, 1917. 

Diseases of Vegetables. 

Make a short study of diseases of vegetables and how to 
overcome them. Include anthracnose of bean, mildews, pota- 
to blight, potato scab, corn smut, and tomato rot. Teach 
children to make Bordeaux mixture. In order to make the 
plan of this year's garden correctly it will first be necessary 
to study the methods of planting, distance apart of rows, 
habit of growth and distance apart in rows. 

Garden Plan. 
Outline of Study : 

List of vegetables suitable for companion and succession 
cropping. Lists of vegetable varieties suitable for your par- 
ticular community. Large sheets of paper such as the better 
grades of wrapping paper. Rulers and compasses. 

Prepare list of vegetables with proper planting distances 
(see Farmer's Bui. 255). 

Have each pupil make a planting plan of his school garden, 
showing arrangement of rows, approximate dates of plant- 
ing, distances between rows, varieties selected, amount of 
seed required, etc. Have pupils study seed catalogues and 
older seed for their gardens. 

What direction will the rows run so as to receive a maxi- 
mum of sunlight"? Where will you locate your perennial 



103 

crops? Why? What are the requirements of good com- 
panion crops? 

The garden, if possible, should include some early or cool 
season crops grown from seed, such as peas, lettuce, radishes, 
beets, etc., some transplanted crops such as early cabbage, 
early cauliflower, some late or warm season crops grown from 
seed such as beans, cucumbers, etc., and some warm season 
crops that must be transplanted, such as tomatoes. 
Demonstration Exercises — 

Make a plan for a garden 50x100 feet. Plan to produce 
enough vegetables for a family of five throughout the entire 
year. Use companion and successive crops wherever possible. 
Use as much horse labor as possible in cultivating, so plan 
rows accordingly. Select from seed catalog sufficient seed to 
plant garden planned and make out order. 

Take pains to work out a good plan for a home garden and 
have pupils copy this plan and take it home in an effort to 
improve the farmer's home garden. 

Group the vegetables as much as possible in the order of 
planting, starting at one side of the garden with the early 
crops and proceeding across the garden with the later plant- 
ings. If the short season early crops have been grouped in 
adjacent rows they will all be harvested early in the season 
leaving a large portion of the garden clear so that a succes- 
sion planting can be made of some late crop. 

Group the perennials at one side or one end of the garden. 

February, 1917. 

Testing Garden Seed. 

Open vegetable storage pits made in October. Weigh the 
vegetables and compare with weights when put in pit and 
determine loss. 
Outline of Study — 

Several old dinner plates or pie tins, canton flannel, and 
garden seeds — both old and fresh. Have each pupil bring 
two old dinner plates or pie tins lined with a square of can- 
ton flannel. Secure several different kinds of vegetable seeds 
both fresh and at least one season old. 

Why is it desirable to test seeds? Which seed germinated 
the best, the old or the fresh? What are the essentials for 
proper germination? 



104 



I )«> i uonst, ration Exercises — 

Make seed tester out of plates by placing layer of moist 
canton flannel in one plate and counting out 50 of each kind 
of seeds to be tested. Moisten the second piece of canton 
flannel and lay it over the seeds. Now invert the second plate 
over the seeds and set away to await germination. One-half 
of the pupils will use fresh seeds and the rest old seed. After 
two days make observation on germination up to the seventh 
day. Record observations and figure percentage of germina- 
tion on a table similar to the following : 



GERMINATION TABLE. 



Vegetable 


Variety 


Number Seeds 
Tested 


Date Started. 


























PER CENT. GERMINATED. 


Variety. 


2d 

day. 


3d 
day. 


4th 
day. 


5th 
day. 


6th 

day. 


7th 
day. 


Total. 



































































Identification of Garden Seeds. 

Outline of Study — 

Small vials filled with seeds of the following vegetables: 
asparagus, bean (several varieties), beet, cabbage, carrot, 
cauliflower, celery, corn, cucumber, eggplant, lettuce, musk- 
melon, okra, onion, pea, parsnip, pepper, pumpkin, radish, 
rhubarb, salsify, spinach, tomato, squash, turnip and water- 
melon. 

The vials for this seed work can be secured from the local 
druggist or the pupils can collect small bottles at home. Make 
duplicate sets of samples. Label one plainly with the name 
of the vegetable and place number on the second set. After 
the pupils have had opportunity to become acquainted with 
the seeds in the labeled bottles, substitute the numbered bot- 



105 

ties and register the record of each pupil iu an identification 
contest. 

Why is it desirable to be able to recognize the seeds of the 
common vegetables ? What seeds do you get confused? Why 
is this ? 
Demonstration Exercises — 

Learn to identify the more common garden seeds by study- 
ing them in labeled bottles. Observe their color, shape, and 
odor. Draw sample shapes of each kind of seed. 

Garden Problems. 

Outline of Study — 

Originality in the teacher will be shown in adapting prac- 
tical garden problems of community to this exercise. 

Make up several problems such as are given under " Dem- 
onstration Exercises," and submit to pupils. Always try to 
have problems refer as much as possible to local conditions. 
Demonstration Exercises — 

1. John Smith is going to plant 3 acres of tomatoes. He in- 

tends to set the plants 5 x 5- feet in the field. How many 
plants will he need? (5,226.) 

2. ft is figured that 1 oz. of carrot seeds will plant 100 feet of 

drill. My seed tests 75% viable and I want 35 feet of 
drill. How much seed must I use in order to insure a per- 
fect stand? (44 oz.) 

3. Bordeaux mixture is made by the following formula: 4 

pounds blue stone, 6 pounds lime, and 50 gallons water. I 
desire three gallons as a spray for my potatoes. How much 
blue stone and lime must I buy? (3.84 oz. blue stone, 
5.763 lime.) 

4. One oz. tomato seed will produce 3,500 plants. John Smith 

has 2 oz. seed planted in a hot bed and desires to trans- 
plant the seedlings into flats (16" wide and 22" long) 4x4 
inches. How many flats will he need ? (318.) 

March, 1917. 

Hotbed Manufacture. 
Outline of Study — 

New material need not necessarily be used in this exercise. 
Any planking will do which will allow of a box being made 
which is rectangular in form, six feet wide, three feet long, 



106 



with the back 18 inches high and the front 12 inches high. 
The glazed sash may either be borrowed from some nearby 
gardener or purchased outright. 

The following material will be needed: 

One piece 2" plank 18" wide, 3' long. 

One piece 2" plank 12" wide, 3' long. 

Two pieces 2" plank 18" wide, 6' long. 

One-half pound spikes, several hammers and saws. 

One hot bed sash, glazed. 
Why are all hot bed frames made with a slope ? Why was 
such heavy lumber used ? 

Demonstration Exercises — 

Build a hotbed frame according to the following dimen- 
sions : 

Back— 1 piece 2" plank 18" wide, 2' 8" long. 

Front— 1 piece 2" plank 12" wide, 2' 8" long. 

Sides — 2 pieces 2" plank 18" wide, 6' long, and so sawed 
that they will have a slope of 1" to the foot. This is done 
by sawing off a triangular block from each plank 6' long 
and with a base 6" long. Nail these four pieces so sawed 
into a rectangular box with the sloping surface on top. 
Nail the long sides onto the shorter ends. It should then 
have a top outside measure of 3x6 feet, on which the 
standard hotbed sash will just fit. 

References: 

Purdue Bulletin, Farmers' Garden. 

Purdue Extension Bulletin No. G. 

U. S. D. A. Farmers' Bulletin 255. 

Watts: "Vegetable Gardening." 

Bailey: "The Principles of Vegetable Gardening." 

Lloyd's "Productive Vegetable Growing." 

Prepare record sheets for gardens similar to following: 



Vegetable. 


Variety. 


Amount 
Planted. 


Date 
Planted. 


Date First 
Used. 


Date Last 
Picking. 


Total 
Yield. 
























1 



The pupils should also keep yield records of their gardens 
similar to following. 



107 



Yield Record 




Date. 


Vegetable. 


Amount of Yield 


Value. 















Hotbed Preparation and Planting. 

Outline of Study : 

Ascertain what crop is most grown in the community and 
attempt to devote whole hotbed to it. If no special crop 
is given, devote bed to tomatoes, peppers, cabbage, cauli- 
flower, lettuce and radish. Have each pupil sow one drill 
of each seed so that all may have an interest. Detail squads 
to tend hotbed each day after planting. 
The following will be needed: 
Hotbed frame and sash. 
Fresh horse manure. 
Good friable garden loam. 
Vegetable seeds. 
Spades, forks, etc. 
Why is the manure allowed to heat before being placed 
in the pit ? "Why are hotbeds used ? What is the difference 
between a hotbed and a cold frame? 
Demonstration Exercises — 

Prepare hotbed according to directions found on page 4 
of Extension Bulletin 6. Sow garden seeds in drills about 
6" apart. Bed should be ventilated each day and watered 
when dry. Always water in the morning on bright days 
so that the plants may have time to dry off before night. 
When school closes, the plants can be taken home by the 
pupils and planted in the home garden. They should be 
observed throughout the season and an essay written on 
their development and use. 
References: 

Purdue Bui., "Farmers' Garden." 

Extension Bui. No. 6 U. S. D. A. Farmers' Bulletin No. 
255. 

Watts: "Vegetable Gardening." 

Bailey : ' ' The Principles of Vegetable Gardening. ' ' 



108 

If hotbed can not be built, sow seeds in shallow boxes placed 
in south window, and transplant later to cold frame, either sash 
covered or cloth covered. 

Tell about varieties in vegetables on account of season, size, 
etc. Continue the seed study by weighing definite amounts of 
each kind and having pupils count the numbers of seeds ; then find 
how many seeds in 1 oz., | lb., and | lb. Rural teachers can weigh 
the seed or have it weighed some time previous at the village drug 
store or at the township high school. Count the number of onion 
sets in a quart. 

April and May, 1917. 

Cold Frames. 

Construct cloth covered cold frame for hardening off tomatoes. 
About April 1 the garden should be plowed or spaded and worked 
into a good seed bed. The first planting of cool season crops such 
as radish, peas, lettuce, onions, etc., can usually be made first week 
in April. 

The second week, beets, carrots, parsnips, etc. can be planted. 

The third week the cool season crops such as cabbage, cauli- 
flower, head lettuce, etc., can be set out in garden. 

Teach importance of good cultivation and labor-saving method 
of preparing and cultivating home garden by horse cultivation. 

Planting will continue every week or so as season advances, 
planting according to the plan made in January. 



COURSES OF STUDY IN AGRICULTURE FOR THE HIGH 
SCHOOLS OF INDIANA. 

Soils and Soil Fertility. 

(18 Weeks.) 
(1) Special Topics for Study. 

1. Conditions Necessary for Plant Growth. 

A. Essential factors: 

(a) Moisture. 

(b) Warmth. 

(c) Air. 

(d) Plant food. 

(e) Mechanical support. 

B. Essential plant food elements: 

(a) Those derived from the air (organic). 

(b) Those derived from the soil (mineral) (plant- 

ash). 

(c) Relative proportions from air and soil. 

2. Origin and Formation of Soil. 

A. From what are soils derived? 

B. How soils are formed : 

(a) Decomposition of rocks. 

(b) Disintegration of rocks. 

C. Influences of composition of rocks on character of soils. 

3. Agencies of Soil Formation. 

A. Water : 

(a) Chemical action. 

(b) Mechanical action. 

B. Temperature: 

(a) Heat and cold (expansion and contraction). 

(b) Freezing and thawing. 

C. Glaciers: 

(a) Action of glacial ice. 

(b) Extent of glaciers. 

(c) Influence of swollen glacial streams. 
I D. Atmosphere: 

(a) Chemical action. 

(b) Mechanical action. 

(109) 



110 

E. Plants and Animals : 

(a) Effect of plant roots and root excretions. 

(b) Earthworms, ants, moles, etc. 

4. Physical Properties of Soils. 

A. Mechanical Composition : 

(a) Texture of soils. 

(b) Importance of size of soil particles. 

(c) Classification of soils. 

1. How Soils are Named : 

(d) Relation of size of soil particles to 

1. Water in soils. 

2. Plant food. 

3. Air and temperature. 

4. Adaptation of crops. 

B. Structure of soils: 

(a) Meaning of the term. 

1. Granulation. 

2. Flocculation. 

(b) Effect of structure on 

1. Porosity (aeration). 

2. Available water holding capacity. 

3. Percolation of water. 

4. Weight. 

5. General tilth of Clay and sandy soils. 

C. Methods of modifying structure: 

(a) Tillage. 

(b) Addition of organic matter. 

(c) Freezing and thawing. 

(d) Drainage. 

(e) Use of lime. 

5. Soil Water. 

A. Functions of water in the soil. 

B. Amount in soils. 

C. Per cent, of water in green plants. 

D. Amount transpired by leaves to produce one pound of 

dry matter. 

6. Control of Soil Water. 

A. How water is lo'st from soils: 

(a) Percolation. 

(b) Evaporation. 



Ill 

H. How to increase the available water supply of soils 

(a) By drainage (where needed). 

(b) Increasing organic matter content. 

(c) By tillage. 

C. How to reduce the loss of water from soils : 
(a) By tillage. 





(b) By keeping down weeds. 




(c) By increasing organic matter content. 


Drainage. 


A. 


Methods : 




(a) Tile drains. 




(b) Open ditches. 


B. 


Effect on soil structure. 


C. 


Effect on soil temperature. 


D. 


Effect on soil aeration. 


E. 


Effect on soil washing. 


F. 


Effect on available water supply. 


G. 


Effect on available food supply. 


H. 


Depth of drains. 


Tillage. 


A. 


Plowing : 




(a) Parts of the plow. 




(b) Attachments for plow. 




(c) Different kinds of breaking plows. 




(d) Depth to plow (factors which determine). 




(e) Spring and fall plowing. (Effect on moisture 




content). 


B. 


Subsoil plowing: 




(a) The subsoil plow. 




(b) Purpose of subsoiling. 




(c) When subsoiling is necessary. 




(d) Best time to subsoil. 




(e) Effect on the absorption and retention of mois- 




ture. 




(f) Effect on capillary rise of water. 




(g) Precautions to be observed. 


C. 


Harrowing : 




(a) Kinds of harrows. 




(b) Use of different types. 




(c) Why the plow should be closely followed by the 




harrow. 



112 

D. Rollers and clod crushers: 

(a) Reasons for compacting the soil. 

(b) Effect on moisture content and capillary rise of 

water. 

(c) Danger of losing moisture after rolling. 

(d) Why follow the roller with the harrow? 

(e) Kinds of rollers and clod crushers. 

(f) Use and purposes of clod crushers. 
9. Soil Middies. 

A. What is meant by a "dust mulch"? 

B. How to establish a mulch. 

C. Purpose of soil mulch. 

D. How a mulch reduces evaporation. 

E. Depth. 

F. Frequency of renewal. 

G. Why ground should be stirred after every rain. 

10. Rotation of Crops. 

A. Meaning of "rotation of crops." 

B. Why crops should be rotated. 

C. Bad effects of continuous culture. 

D. Use of legume and cover crops in a rotation. 

E. Rotations in your home county. 

11. Organic Matter of the Soil. 

A. As a source of nitrogen for plants. 

B. Effect on water holding capacity, temperature, and 

structure of soils. 

C. As food supply for bacteria. 
I). How humus supply is reduced: 

(a) By continuous growth of tilled crops. 

(b) By cropping without grasses or legumes. 
E. How humus may be increased : 

(a) By proper crop rotation. 

(b) Use of farm maim res. 

(c) Green manuring. 

12. Farm Manure. 

A. Production. 

B. Value: 

(a) Chemical. 

(b) Physical. 

C. Care and management. 

D. Reinforcement. 



113 

E. Application: 

(a) Season of the year. 

(b) Amount per acre. 

13. Green Manure. 

A. Meaning of the term. 

B. Value. 

C. Best crops to use. 

D. Precautions to be observed in using. 

14. Commercial Fertilisers. 

A. Complete fertilizer. 

B. Raw materials. 

C. Sources of 

(a) Nitrogen. 

(b) Potash. 

(c) Phosphorus (phosphoric acid). 

D. Value depends on 

(a) Per cent, of plant food present. 

(b) Relative availability. 

E. Adulterations and fillers. 
P. Home mixing. 

G. Relative cost per pound of plant food. 

15. Lime. 

A. Reason for use of lime. 

B. Different forms used in agriculture. 

(a) Quick or burned lime. 

(b) Air or water-slaked lime. 

(c) Ground limestone. 

C. Composition of different forms. 

D. Relative efficiency of different forms. 

E. Precautions to be observed in use of quick lime. 

16. Bacteria. 

A. What bacteria are: 

(a) Size. 

(b) Rate of increase. 

B. Conditions affecting growth and development — 

(a) Aeration. (Character of soil.) 

(b) Moisture. 

(c) Temperature. 

(d) Organic matter. 

(e) Lime. 



114 

C. Nitrification : 

(a) What it is. 

(b) Importance. 

(c) Causes. 
1 7 Inoculation. 

A. "What is meant by inoculation. 

B. Reasons for. 

C. Methods. 

D. Crops which may be improved by. 

LABORATORY EXERCISES IN SOILS FOR USE IN HIGH 

SCHOOLS. 

(1) A Study of Soil Types in the Field- 

In communities where a variety of soil types exist, located 
conveniently to the school, pupils may be taken out into the 
field, and the various types of soil studied. Attention should 
be called to differences in color, depth of soil and to varia- 
tions in texture. 

The general physical character of the surface soil and the 
sub-soil should be studied and compared. Time may also be 
taken to secure samples both of soil and subsoil for later 
study in the laboratory. 

(2) Determination of the Approximate Proportions of Coarse 

and Fine Particles in Soils — 
Samples of sandy and clay, or clay loam soils are desirable 
for this experiment. Place a small quantity of each sample 
of soil to be tested in a wide mouth bottle holding approxi- 
mately a pint of water, or an ordinary Mason fruit jar may 
be used. Fill the jar about three-fourths full of distilled 
water if available, (rain water will answer the purpose if 
distilled water is not available) and shake thoroughly. Al- 
low it to stand for three or four minutes until the coarser 
particles have subsided, and pour off the muddy liquid. Re- 
peat this operation until the water in the jar is comparative- 
ly clear. The finer particles have then been removed and the 
coarser sandy material remains in the jar. By using a 
known quantity of soil the relative amount, or coarse and 
fine material may be readily calculated. In order to do this 
the amount of fine material will be ascertained by saving the 
part poured out of the jar, evaporating to dryness and weigh- 
ing, or it may be determined by difference. 



115 

(3) The Effect of Texture on the Capacity of Soil for Available 

Water — 
For carrying out this experiment, ordinary lamp chimneys 
with a cloth tied over one end, or tomato cans with holes 
punched in the bottom will serve the purpose. Use several 
types of soil, such as clay, loam, and sandy. First of all, 
weigh the container empty, put in about a pint of soil or less 
and weigh again. Wet the soils until they begin to drip and 
when dripping has ceased, weigh and determine the percent- 
age of water retained by each type of soil. 

(4) The Effect of the Addition of Organic Matter on the Availa- 

ble Water Capacity of the Soil. 
A rather sandy soil will be found best for this exercise, 
although loam or clay loams will answer, using the same 
apparatus as suggested in Exercise (3). Use one series of 
soils in the natural condition, and another series containing 
ten per cent (10%) of organic matter, such as chaff or peat. 
The latter being preferable. Conduct the experiment in the 
same way as suggested in Exercise (3). In connection with 
this exercise attention should be called to the value of care- 
fully saving and applying to the ground all farm yard 
manure and crop residues. 

(5) Showing How Soils May Absorb Plant Food from Solution. 

Use soils of different texture, such as sandy, and clay soils, 
and peat or muck, if available. If the latter cannot be se- 
cured, five or six per cent of organic matter may be mixed 
with sandy soil for the purpose of showing the effect of 
organic matter on the absorption of substances from solu- 
tion. Weight out about fifty grams of soil into a small dish 
and thoroughly saturate with a solution of diamond dye. 
Stir thoroughly for a few minutes and pour off the liquid 
from each soil into a small glass funnel containing a piece of 
filter paper. Collect the filtrate from each sample in a small 
bottle and note differences in the color of each. 

Make the practical application of this exercise to the use 
of soluble fertilizing materials, and the relative probability 
of their loss from the different kinds of soil, calling attention 
to the effect of organic matter in absorbing the soluble sub- 
stances from solution. 



116 

(6) The Effect of Drainage on Temperature of Soils. 

Fill a couple of tin cans with soil, one can being provided 
with drainage by having holes punched in the bottom. The 
other can without drainage. Wet both soils thoroughly to 
the point of saturation. Insert a thermometer with a bulb 
about one inch beneath the surface and take temperature 
reading from day to day, noting differences in temperature. 

(7) The Effect of Slope on the Temperature of Soils. 

Where suitable conditions are available temperature read- 
ings may be taken on a piece of land having a southern ex- 
posure and on another having a northern exposure. Noting 
carefully differences in the temperature of the soil. The 
bulb of the thermometer should be inserted from an inch to 
two inches beneath the surface. This exercise can be very 
nicely carried out in the spring at the time when the frost is 
leaving the ground. 

(8) The Effect of Drainage on the Germination of Seed. 

Proceed as in Exercise (6), but before moistening or sat- 
urating the soil, plant a few grains of wheat or corn. Place 
in a warm, well lighted location and observe the germination 
of seed and growth of the plants. 

(9) The Effect of Depth of Planting on the Germination of 

Seeds. 
Using a large Mason jar, or preferably, a box five or six 
inches wide and twelve to fifteen inches long. Fill the vessel 
with good loam soil and plant seeds. Plant from one inch to 
six inches respectively, beneath the surface. The boxes 
should be at least eight inches deep and the seed placed next 
to the glass so that the sprouting and growth may be ob- 
served. 

(10) To Show that Air is Necessary for the Germination of Seed. 

A tightly stoppered bottle, freshly boiled water, and seeds 
of corn or wheat are required for this exercise. Place a 
small quantity of the seeds in the bottle and fill completely 
with the boiled water after it has been cooled. Stopper the 
bottle tightly and note results. The same results may be ob- 
served also, in connection with Exercise (8). 

(11) To Compare the Fertility of Soils and Subsoils. 

Secure small quantities of good surface soil and of yellow 
compact subsoil if available. Fill one or two ordinary six or 
eight inch flower pots with each kind of soil. Plant seeds and 
note the effect on growth. 



117 

(12) To Become Familiar with the Characteristic Properties of 

Common Fertilizing Materials. 

Nitrogenous materials. 

Have small quantities of nitrate of soda, sulphate of am- 
monia, dried blood and concentrated tankage. 

Pupils should become familiar with the usual color of these 
substances by frequent examination and observation. In the 
case of the nitrate and ammonium salts, they should learn to 
recognize them by taste ; placing a small bit on the tongue. 
The relative solubility of the materials should be studied by 
placing a small quantity of each substance in a test tube or a 
small bottle and adding water. Other substances besides 
those mentioned may be utilized, for example, ground leath- 
er, tobacco stems, cotton seed meal, etc. Note the relative 
solubilities of the various substances. 

(13) A Continuation of Exercise (12). 

(14) Potash Materials. 

Use small quantities of muriate of potash, sulphate of 
potash, kainit, and any other available materials which may 
serve as a source of potash for plants. Observe their rela- 
tive solubilities, color, taste, etc., as directed in Exercise (12). 

(15) A Continuation of Exercise (14). 

(16) Phosphatic Materials. 

Using acid phosphate, rock phosphate, steamed bone meal, 
raw bone meal, and basic slag. Study their characteristic 
properties as directed for Exercise (12), and in addition 
determine the relative per cent of rock phosphate which will 
pass through a screen having eighty to one hundred meshes 
to the inch. The finer rock phosphate is ground, the more 
readily will it become available to plants. 

(17) A Continuation of Exercise (16). 

(18) To Become Familiar with the Appearance, Properties and 

Commerical Names of the Various Forms of Agricul- 
tural Lime. 
Have on hand a small quantity of quicklime (calcium 
oxide), slack lime (calcium hydrates) and ground limestone 
(calcium carbonate). Apply a few drops of dilute hydro- 
chloric acid to each of the above named materials. Note 
what happens. To a small lump of quicklime, the size of an 
egg, add water slowly until the lump crumbles or falls apart. 
Explain this process of water slacking. Using a known 
weight of ground limestone, determine the relative propor- 



118 

tion of the various sized particles by sifting through a series 
of sieves having, forty, sixty, eighty, and one hundred meshes 
to the inch respectively. At least fifty per cent (50%) of 
ground limestone intended for agricultural use should pass 
through an eighty mesh sieve. 

(19) To Test Soils for Acidity. 

Place a piece of blue litmus paper in the bottom of a tum- 
bler. Cover the litmus with one or two thicknesses of filter 
paper or one of white blotting paper. On top of the filter 
paper put about an inch of soil to be tested and saturate with 
distilled water. Similarly prepare a second tumbler as a 
check, leaving out the soil. Set both tumblers aside for twen- 
ty or thirty minutes and examine the litmus paper through 
the bottom of the glass. If the litmus paper in the glass con- 
taining the soil has become perceptibly reddened, add ten to 
fifteen drops of lime water and again examine the litmus for 
any change of color. 
Second Method. 

Place a heaping tablespoonful or two of soil in a small 
dish, add enough distilled water to make the soil plastic. 
Insert a piece of blue litmus paper into the soil, pressing the 
soil down firmly upon it. Set aside for thirty or forty min- 
utes, and examine the litmus for any change of color. Red 
indicates acidity, blue, or no change indicates alkalinity or 
neutrality. 

(20) To Show the Effect on Soils by Working Them when Too 

Wet. 
Place a large tablespoonful of clay soil in each of two small 
dishes. Add water to one of them slowly until just enough 
is added to moisten it nicely. To the other add water until 
the soil becomes plastic or sticky. Allow to stand for ten to 
fifteen minutes. Then with a stick or with the fingers stir up 
both samples thoroughly. Set in the sun or an oven to dry, 
and when dry note the difference in character between the 
moderately wet soil and the sample which was moistened in 
excess. 

(21) Calculating the Amount of Plant Food Removed from the 

Soil by Average Yields of the Common Farm Crops. 
Ascertain the average per cent of nitrogen, phosphoric 
acid, potash and lime contained in the grain, straw and sto- 
ver of the more common farm crops, such as wheat, oats, corn, 



119 

rye, etc., and also, in clover, alfalfa, timothy, soy beans, or 
any crop which may be of special interest in the community. 
Using the average yields per acre for these crops, calculate 
the amount of plant food removed from the soil by any crop 
or rotation of crops. 

(22) Continuation of Number (21). 

(23) To Show the Saving of Plant Food by Feeding the Crops 

Grown on the Farm, and Returning the Manure to the 
Land, as Compared to Selling the Crop Directly. 
Assume that u corn crop yields fifty bushels of grain and 
fifteen hundred pounds of stover, containing twenty-four 
pounds of nitrogen, nine pounds of phosphoric acid, and five 
and one-half pounds of potash in the grain ; and fifteen 
pounds of nitrogen, four and one-half pounds of phosphoric 
acid and twenty-one pounds of potash in the stover. There 
would thus be a total of seventy-nine pounds of actual plant 
food taken from the soil. Unless this is returned in some 
other form, the soil is poorer to the extent of seventy-nine 
pounds of plant food than it was before, in case the crop 
is sold directly. On the other hand if all the crop is fed on 
the farm and the manure produced is carefully saved and 
returned to the land, approximately eighty per cent, of the 
plant food contained in the ration would be saved, and 
instead of losing seventy-nine pounds, there would be a 
loss of only 15.8 pounds and the remaining 63.2 pounds 
would go back to the soil in the manure. 

This calculation may be simplified by merely calculating 
the amount of nitrogen alone in both the grain and straw 
or by calculating all three of the elements, nitrogen, phos- 
phoric acid, and potash in the grain alone, or in the straw 
alone and still give the pupils a good practical idea of this 
sort of calculation. 

(24 Continuation of Number (23). 

(25) To Study the Capillary Rise of Water in Natural Soils of 
Different Texture. 
Use ordinary straight lamp chimneys, or glass tubing, two 
inches in diameter and twelve inches long. Tie a piece of 
muslin over one end of each tube and fill with the soils to 
be used. Place the tube in a pan containing water to the 
depth of about one inch. Observe and explain results. A 
sandy, a clay and a loam soil will give very good results. 



120 

(26) Capillary Rise of Water as Affected by Plowing Down 

Large Quantities of Undecayed Organic Matter. 

Use glass tubes or chimneys. Prepare in the same way 
as indicated in Exercise (25). Insert into each tube three 
to five inches of sandy soil if available. On top of this put 
about one inch of chaff or finely cut straw and complete the 
filling of the tube with loam soil. Place in a pan of water 
as indicated in Exercise (25). Observe the results. 

Additional interest may be derived from this exercise by 
having one tube containing sand in the bottom and loam on 
the top, without the intermediate layer of chaff. 

(27) Capillary Rise of Water as Affected by Plowing Under an 

Unpulverized or Cloddy Surface. 
This exercise may be carried out in exactly the same way 
as Number (26), except that cloddy soil is used in place of 
chaff or other forms of organic matter. 

(28) Weight of Soils Per Cubic Foot. 

Use any sort of available container (not too large) the 
cubic content of which is known. Fill with soils of different 
kinds; ascertain the weight of the known volume and cal- 
culate the weight per cubic foot. For this purpose the soils 
should be thoroughly aired dry and the computation made 
on the hasis of the dry weight of soil. 

(29) Percolation Experiment of Natural Soils of Different Tex- 

ture. 
Use lamp chimneys, two inch glass tubing, or beer bottles 
with the bottoms cut off. Tie a piece of muslin or cheese- 
cloth over the mouth of the bottle or one end of the tube, 
or chimney, and fill with different kinds of soil to within a 
couple of inches of the top. Add water to the surface and 
note the ratcof percolation through the different types of 
soil. After filling with soil, the bottle or tube should be 
jarred lightly to settle the soil in each. It is well to note 
the amount of water added to each kind of soil and the 
amount which drips through in a given time, say two periods 
of twenty to thirty minutes each. 
(:?0) Physical Effect of Lime on Clay Soils. 

Use three portions of 150 grams each of clay soil. Add 
to one about two per cent of lime (calcium oxide), and to 
another about five per cent., and leave the third without 
anything. Add water in excess to all three samples and 



Plot No. 


1. 


Plot No. 


2. 


Plot No. 


3. 


Plot No. 


4. 


Plot No. 


5. 



121 

stir each one to a good, stiff mud. Mould into small cakes 
with the hands and dry in the sun or in an oven. When 
they are thoroughly dry, crumble with the hands and note 
differences in the ease with which they may be pulverized. 

(31) How to Conduct a Fertilizer Plot Test. 

If sufficient land is available, this exercise may be carried 
out under actual field conditions. Where this is possible, 
plots of one square rod in size or larger should be layed off 
accurately. Care should be taken to have the plots on soil 
which are as uniform as possible, and fertilizers applied to 
the plots as follows: 

Nothing. 

Nitrate of soda at the rate of 160 lbs. per acre 
Acid phosphate 320 lbs. per acre. 
Muriate of potash 80 lbs. per acre. 
Nitrate of soda 160 lbs., acid phosphate 320 
lbs. per acre. 
Plot No. 6. Nitrate of soda 160 lbs., muriate of potash 

80 lbs. per acre. 
Plot No. 7. Nothing. 
Plot No. 8. Muriate of potash 80 lbs., acid phosphate 320 

lbs. per acre. 
Plot No. 9. Nitrate of soda 160 lbs., acid phosphate 320 

lbs. per acre. 
Plot No. 10. Barn yard manure 12 tons. 
Plot No. 11. Nothing. 

This plan may be expanded or contracted to conform with 
given conditions in different localities. 

Where sufficient ground is not available or the proper 
fertilizing materials may not be conveniently secured the 
pupil may be given practice in planning such test by draw- 
ing a series of plots on paper, making drawings to scale, and 
then computing the amount of each of the fertilizing mate- 
rials which would be necessary to apply to a plot of any 
given size in order to secure the same rate of application 
per acre as above indicated. 

(32) Calculation of Fertilizer Formulas. 

In calculating formulas for home mixed fertilizers it is 
necessary to know the percentage composition of the fer- 
tilizing materials which it is desired to use. The following 
example will serve to illustrate the method of calculation. 



122 

Assuming that it is desired to compute a fertilize!' formula 
having two per cent, of nitrogen, ten per cent, of phosphoric 
acid and four per cent, of potash. We would first ascertain 
the numher of pounds of each of these ingredients that a 
ton of such fertilizer would contain. This would be forty 
pounds of nitrogen, two hundred pounds of phosphoric acid 
and eighty pounds of potash. Assuming again that we are 
going to use as sources of these materials, nitrate of soda 
containing fifteen per cent of nitrogen, acid phosphate con- 
taining fourteen per cent, of available phosphoric acid and 
muriate of potash equivalent to fifty per cent, of actual 
potash. With these materials available, how much of each 
must be used to make a fertilizer having the desired compo- 
sition? This is ascertained by dividing the pounds of each 
ingredient that would be contained in the ton of fertilizer 
by the percentage composition expressed decimally as fol- 
lows : 

40 -f- .15 = 266 pounds of nitrate of soda, 

200 —- . 14 = 1,430 pounds of acid phosphate. 

80 -4- .50 = 160 pounds of muriate of potash. 

This gives a total of 1,856 pounds, which is 144 pounds 
less than a ton. So to make out the 2,000 pounds we may 
add 144 pounds of clean sand or dried screened soil or any 
such material to make weight. This will then give us a 
ton of fertilizer containing forty pounds of nitrogen, 200 
pounds of phosphoric acid and eighty pounds of potash 
which in per cent would be 2-10-4 respectively. 

In making these calculations decimals have been disre- 
garded, but the computation is sufficiently accurate for all 
practical purposes. 

(33) Continuation of Number (32). 

Make various compositions and from various ingredients. 

(34) Practice in Home Mixing. 

Where facilities are available and the actual fertilizing 
materials can be secured, it is highly desirable to give the 
pupils some actual practice in mixing the materials in 
proper proportions for fertilizers of various compositions. 
The practice being based on the formulas calculated in 
Exercises (32) and (33). The conditions necessary for this 
practical mixing are a tight floor, a pair of platform scales 
the necessary fertilizing materials, a sand screen, and a 
hoe or a shovel with which to do the mixing. 



123 

(35) Determination of Moisture in Field Soils. 

Secure samples of soil from the field, weigh the samples, 
dry thoroughly, weigh again and determine the per cent, of 
moisture, based on the dry weight of soil, the working con- 
dition of the soil should be carefully noted at the time the 
samples is taken. The samples should also be placed in a 
tight jar, such as a Mason jar and quickly covered to pre- 
vent loss of moisture by evaporation. 

(36) To Show the Shrinkage of Clay Soils on Drying as Com- 

pared with Sandy Soils. 
For this exercise shallow tin boxes three inches or more 
in diameter may be used. Wet the soils until they are in a 
plastic condition. Fill the pans, pressing the soil down 
firmly and dry thoroughly, preferably in an oven. When 
the soils are thoroughly dry, measure the diameter of the 
pan and of the soil mass. The difference is due to shrink- 
age. This should be calculated in per cent, and attention 
called to the tendency of clay soils to crack when dried in 
the field. 

(37) To Show that Organic Matter is an Aid in Reducing the 

Tenacity of Clay Soils. 
Follow the instructions given in Exercise (30) except that 
instead of adding lime add fifteen per cent, of organic mat- 
ter; otherwise proceed as outlined in Exercise (30). 

(38) Effect of Mulches on the Evaporation of Water. 

Punch five or six holes in the bottom of several empty 
tomato cans with a nail. Fill each can with fine loam soil 
from the field. Saturate the soil with water and allow it to 
drain until the soil is in a workable condition. Weigh the 
cans. With a sharp stick stir the soil in one can to a depth 
of three-fourths of an inch. Stir the surface of the second 
can to the depth of an inch and a half. Leave a third can 
without any surface treatment. Expose all cans to the same 
conditions of sunlight and air currents. Weigh every other 
day for a week or more, and note carefully the losses in 
weight from the different cans. This is due to the evapo- 
ration of moisture. 

(39) Effect of Different Kinds of Mulches. 

Proceed as in Exercise (38), and when the soils are dry 
enough to cultivate, remove an inch of soil from the sur- 
faces in all the cans but one. Replace this inch of soil as 
follows : 



124 

In one can use dry sand or dry sandy soil. In a second 
use a fine, dry clay, in a third use very finely cut straw, or 
chaff. Proceed and note results as directed in Exercise 
(38). 

Additional cans and other mulching materials may he 
used according to the needs and facilities available. If 
larger cans are available, the experiment will he more accu- 
rate. This is also true in Exercise (38). 
(40) To Observe the Effect of Having a Loose Soil Surface on 
the Absorption of Rain "Water. 

Use a half dozen straight lamp chimneys, or two inch 
glass tubes, ten or twelve inches in length. Tie a muslin 
dam over an end of each tube. Fill two tubes with clay, 
two with loam and two with sand. With a wooden stick com- 
pact the sand in one tube, the clay in one tube, and the loam 
in one tube. Leave the soil in the other tubes unpacked. 
Add exactly the same amount of water to each tube and note 
the time necessary for the water to disappear beneath the 
surface. 

Call attention to the practical application of this exer- 
cise to field practice. It shows the ability of a loose surface 
to absorb rainfall as compare with the same ability where 
the soil is close and compact. 

Farm Crops. 

(18 Weeks.) 

TOPICS FOR STUDY. 

1. Seeds and Crops. 

A. Importance of Good Seed. — Discuss purity of seeds; vi- 

tality as affected by age, weather, time of harvesting, 
plant diseases, etc. Difficulty of getting good seed 
of grasses and other small seeded plants. 

B. Classification of Crops. — Define terms: Grain crops, 

forage crops, cover crops, catch crops, small grains, 
cereals, legumes. Forage crops may be used in the 
form of silage, soiling, hay, pasture. 

C. Classification (continued). — Explain tubers, roots, 

bulbs; miscellaneous crops, like pumpkins, cabbage, 
hops, tobacco. Illustrate and note botanical relation- 
ships. 



125 

D. Principles of Planting Seeds. — Proper seed bed as to 
pulverization, moisture, warmth. Depth of planting 
governed by size of seed, condition of soil, time of the 
season. Rate of seeding affected by condition of soil, 
time of sowing, method of distributing, purpose of 
crop. 

2. Gram Crops. 

A. Corn. — Origin. Geographical range. Kinds of corn 

and description, viz: Dent, flint, pop, sweet, soft and 
pod. Varieties due to climate, color, composition. 

B. Corn. — Soils. Preparation of seed bed: (a) Fall and 

spring plowing, (b) Fitting, (c) Manuring and 
fertilizing — time, manner and amount. 

C. Corn. — Planting. Time. Manner: Hills or drills. Use 

of furrow opener; listing; surface planting. Rate. 
Depth to cover. 

D. Corn. — Cultivation. Object. How often. How long. 

Harvesting — 5 ways, viz. — shocking, soiling, siloing, 
hogging, husking from stalk. Shrinkage in crib. 

:'». Grain Crops (Continued). 

A. Corn. — Silage. When to cut. How to put in silo. 

Outfit and machinery necessary. Amount per day. 
Changes taking place in silo. 

B. How to Make a Silo. — Merits of the different kinds. 

Care of silo. Capacity of silos. 

C. Corn. — Seed selected. Time and manner. Character 

of stalk from which to select. Storing seed. Test- 
ing: Time and methods. 

D. Corn. — Grading after testing. Regulating the planter. 

Varieties. 

4. Grain Crops (Continued). 

A. Wheat. — Origin. Geographical range. Wheat types 

(botanical). (Illustrated by specimens grown in 
school garden.) 

B. Wheat. — Varieties in grade of wheat in United States 

caused by climate conditions. Wheat soils. 

C. Wheat. — Seed bed preparation: Breaking, discing, etc. 

Value of early breaking. Corn ground vs. oat or other 
stubble ground. 

D. Wheat. — Manures and fertilizers for wheat. Kind, time 

to apply. 



126 

5. Grain Crops (Continued). 

A. Wheat. — Time to sow. Danger from Hessian fly. Method 

of sowing. Rate to sow. Depth of covering. Quality 
of seed. How to prevent smut and scab. Insects. 

B. Wheat. — Varieties. Harvesting: When, how. Thresh- 

ing. Sweating of wheat. Principles of flour-making. 

C. Oats. — Origin. Geographical distribution. Climate 

adaptation and influences. Winter oats. Spring oats. 

D. Oats. — Soils. Seed-bed preparation. Preparation of 

corn stubble by discing. Advantage of plowing. Fer- 
tilization for oats. 

6. Grain Crops (Continued). 

A. Oats. — Time to sow. Methods of distributing the seed. 

Rate of sowing. Depth to cover seed. Harvesting 
and threshing similar to wheat. Varieties. 

B. Rye. — Origin. Soil adaptation. Seed-bed preparation ; 

sowing, harvesting, threshing (same as for wheat). 
Use of grain ; of straw. 

C. Barley. — Same as oats. 

D. Market Grades of Grain. — Necessity for inspection of 

grain. Influence of moisture content in case of corn. 

Sulphured oats. Weight of wheat. Explanation of 

the various grades. 

Work up this lesson from information gained from 
grain dealers, also, Bureau of Plant Industry, Bulle- 
tin No. 99 and Circulars Nos. 32, 74. Get copy of 
rules through county superintendent from Chicago 
Board of Trade. 

7. Grain Crops (Continued). 

A. Soy Beans. — Origin. Geographical distribution. Soil 

adaptation, good corn land. Seed-bed preparation, 
same as for corn. Fertilization, minerals only. Being 
a legume it supplies its own nitrogen. 

B. Soy Beans. — Inoculation with soil or pure culture. 

Time to plant. Distribution of seed and methods of 
planting; drills or broadcast, using corn planter or 
grain drill. Should be covered two inches deep. 

C. Soy Beans. — Rate of planting, according to the method. 

Planting as a catch crop in corn or after some other 
crops. Cultivation similar to corn. Harvesting : 
Time (a) for seed, (b) for hay, (c) as pasture. How 
to cut. 



127 

D. Soy Beans. — Threshing ; regulating machine. Uses of 
soy beans: Hay, pasture, grain, production of oil, 
soil improvement. Varieties: Considerable attention 
should be given to varieties. 

8. Grain and Forage Crops. 

A. and B. Cowpeas. — Similar in almost every respect to soy 
beans, and should be covered in two lessons. 
Forage Crops: Soy beans are usually classed as forage crops, 
but because of the large use made of the grain, they 
have been included under grain crops. 

C and D. Clover. — Definition of the true clovers. Kinds 
and description of each. Soils and climatic adapta- 
tions. Peculiar adaptation of each. 

9. Grain and Forage Crops (Continued). 

A. Continuation of C. and D. under Topic 8. 

B. Clover. — Time and rate of sowing. Methods: Sowing 

with wheat or oats, alone, in corn, etc. 

C. Clover. — Harvesting for hay; for seed. Principles of 

curing hay. Cause of clover failures in Indiana. Dan- 
ger of bloating when pasturing. Any legume will 
cause bloating. 

D. Alfalfa. — Origin and distribution. Soil adaptations. 

Conditions of soil favorable to success. Physical prep- 
aration of the seed bed. 

10. Forage Crops. 

A. Alfalfa. — Liming for alfalfa. Kinds : When and how 

to apply. Inoculation : Why, when and how. 

B. Alfalfa. — Sowing: Time and rate. Spring, summer, 

autumn, with and without a nurse crop. Clipping first 

year. 
('. Alfalfa. — Making hay: When ready to cut. Curing, 

not specially different from clover. Be sure to save 

the leaves. Number of cutting per season. Relative 

value of such yield. 
D. Alfalfa. — After treatment — harrowing or discing after 

cutting. Fertilization — use of minerals only — -manure 

too weedy. What to do when growth turns yellow. 

11. Forage Crops (Continued). 

A. Alfalfa. — Varieties. Source of seed. Uses : Hay, pas- 
ture, soiling, silage, ground for various commercial 
stock foods. 



128 

B. Sweet Clover. — Origin and distribution. Botanical re- 

lationships and characteristics. Probability of its be- 
coming useful. Time, method and rate of seeding. 
Uses: Hay, pasture, soil improvement. 

C. Canadian Field Peas. — Botanical relationships. Soil 

and climatic adaptations. Time, method and rate of 
sowing. Uses: Soiling and hay. Usually sown with 
oats. 
1). Vetch. — Botanical relationships. Kinds. Hairy vetch 
the only one useful in Indiana. Soil adaptation. 
Seed bed preparation. Time, method, and' rate of 
sowing. 

12. Forage Crops (Continued). 

A. Vetch. — Uses: Soil improvement, soiling, pasture, hay. 

Best sown with rye or wheat. Time to cut, Danger 
of reseeding and appearing as a weed in wheat, 

B. Grasses. — Distinguish from clover. Explain character- 

istics requisite for a good hay grass; for a good pas- 
ture grass. Seeds, usually chaffy and low in vitality. 

C. Timothy. — : Soil and climatic adaptation. Time, method 

and rate of seeding. Harvesting for hay and seed. 
Why a popular grass? 

D. Orchard Grass. — Same as timothy. 

13. Forage Crops (Continued). 

A. Red Top. — Same as timothy. 

B. Kentucky Blue-grass. — Same as above, except used al- 

most entirely as a pasture grass. 

C. Canadian Blue-grass and English Blue-grass. — Special 

adaptation. Note botanical distinctions. 

D. Brown Grass, the Rye Grasses. — Same as C. 

14. Forage Crops (Continued). 

A. Making a Pasture. — Mixture preferable to single species. 

Sow large quantities of seed. Give time for sod to 
farm. Fertilization of pastures. Occasional harrow- 
ings or discings good. 

B. Treatment of Meadows and Pastures. — Similar to pas- 

tures. Usually last only two or three years. Fertili- 
zation should furnish nitrogen. Liming may be bene- 
ficial, especially for Kentucky blue-grass and timothy. 

C. Sorghum. — Culture similar to corn. Amount of seed 

per acre. Time to sow ; time to cut. Uses : Mainly 
for soiling. 



129 

T). Rape. — Description of plant. Soils: Good corn land. 
Preparation of seed bed. Time, method, and rate of 
sowing. When ready to use, mostly used for pasture. 
Injurious effects: sore ears, bloating, tainting milk. 

15. Forage Crops (Continued). 

A. Millet. — A term applied to several species of plants. 

Used as human food in the Old World, forage in 
America. Groups: Foxtail, barnyard, broom corn, 
cat-tail. Foxtail group : Adaptation, seed bed prepa- 
ration, time, method and rate of sowing. Harvest be- 
fore seed forms. Varieties. 

B. Millet.— Barnyard, broom-corn, and cat-tail groups. 

Same outline as for foxtail group. Uses of millets, 
hay very little, value for pasture or green feed. Why ? 

( !. Combination Crops. — Rye and hairy vetch, or wheat and 
hairy vetch. Canadian field peas and oats. Oats, rape 
and clover. Corn and soy beans, or corn and cow- 
peas. Millet, sorghum and cowpeas or soy beans. 
Millet and soy beans or cowpeas. Barley and Cana- 
dian field peas. Time, method and rate and usage 
of each. 

I). Cover Crops. — Crops sown to cover the ground during 
winter, preferably something that will remain green. 
Rye, or rye and vetch. Crimson clover. Red or mam- 
moth clover. Cowpeas or soy beans. Oats. Time and 
rate of sowing. 

16. Potatoes. 

A. Succession of crops either for complete or partial soil- 

ing. 

B. To supply green feed for summer pasture. 

C. To supply green feed for cattle, sheep and hogs. 

D. Potatoes. — Botanical relationships. Origin. Impor- 

tance as a food crop. Soil adaptation. Seed-bed prep- 
aration. Fertilization. Time to plant for early use; 
for late use. 

17. Potatoes, Root Crops, Sugar Beets, Flax. 

A. Potatoes. — Rate and method of planting. Planting un- 
der straw. Cultivation. Spraying. Harvesting. 
Storing. Varieties — give special attention. 



9—3385 



130 

B. Root Crops. — General conditions — rich, deep soil. Seed 

bed preparation, thinning cultivation. Roots grown : 
Carrots, parsnips, turnips, mangel wurtzels (mangels). 
Time, method, and rate of sowing each ; harvesting 
and storing. Uses; yields. 

C. Sugar Beets. — Grown both for food and for sugar pro- 

duction. Requirements of soil and climate. Seed bed 
preparation, sowing, cultivation, etc. Harvesting, 
yields. Sugar manufacture. 

D. Flax. — A fiber and seed crop. Climatic and soil condi- 

tions. States raising flax. Not grown in Indiana to 
any extent because other crops more profitable. Time, 
method, and rate of sowing. Harvesting, retting, 
yields. 
18. Hemp, ( 1 otton, Rice, Sugar Cane. 

A. Hemp. — States growing it. Soil adaptation. Time, 

method and rate of sowing. Harvesting, retting, 
breaking, yields. 

B. Cotton. — Strictly a Southern crop. Importance of crop. 

Soil. Seed-bed preparation. Time, method, and rate 
of planting. Cultivation, harvesting, insects. 

C. Rice. — A grain crop. Section of the United States to 

which adapted. Soil requirements. Preparation of 
seed-bed. Time, method, and rate of sowing: (a) on 
small areas; (b) on large areas. Flooding, harvesting, 
threshing, polishing. 

D. Sugar Cane. — A tropical crop. Parts of the United 

States to which adapted. Seed-bed preparation. 
Method of planting. Irrigation in certain sections. 
Harvesting. Crops obtained. Sugar manufacture. 

Demonstration Exercises in Crops for High Schools. 

The accompanying exercises are not specially arranged in any 
logical order, except the grain scoring. Conditions will differ in 
each community and the instructor must be the judge of the appro- 
priate time to present each exercise. While sixty-three exercises 
have been planned, it is doubtful if they can be covered with any 
degree of completeness in that number of periods. 
(1) Determining Stand of Corn in the Field — 

Definite areas should be studied. Each student should 
count the stalks as they stand in row. A full stand should 
be regarded as two stalks per hill or. in case of drill corn, 



131 

one stalk every fifteen inches. Three different areas should 
be counted by each student and the average taken. 

(2) Finding Average Leafage and Calculating Leaf Areas- 

Count the number of leaves on fifty (50) different stalks 
as they run, and take the average. Estimate the leaf areas 
of an average leaf. On the basis of the stand already deter- 
mined, calculate the leaf area per acre. Suppose that each 
fully grown stalk were to evaporate from its leaf surface, 
two pounds of water each day, from July 20th to August 
20th, what number of inches of rainfall would be repre- 
sented ? 

(3) Finding the Average Height of Stalks — 

With a graduated staff, measure and record height of two 
hundred (200) stalks as they run in the field. Three repre- 
sentative areas should be measured, and the average of the 
three taken. Note also, extremes of height. 

(4) Determine Per Cent, of Barren and Nubbiny Stalks — 

Taking five hundred (500) stalks as they run in the field, 
count the stalks which are destitute of ears, and also those 
which have ears less than four inches in length. Estimate 
the per cent, of barren stalks, also the per cent, of stalks 
with nubbins. The remainder bear merchantable ears. 

(5) Estimate Yield Per Acre — 

On the basis of the data obtained in the last exercise cal- 
culate the yield per acre, supposing that each stalk has a 
merchantable ear which weighs twelve ounces (12 oz.). Sup- 
pose that every stalk in the field bears a twelve-ounce ear, on 
the basis of the stand what would be the yield per acre ? Es- 
timate the yields for sixteen ounce (16 oz.) ears. Also for 
the full stand. 

(6) Selecting Ears for Seed in Field — 

Students should study stalks and ears as they stand in the 
field. Select ears from stalks of medium height, strong at 
the base, and tapering gradually at the top. The ears should 
be borne about three and half or four feet from the ground, 
have short shanks, and be inclined downward at the tip. 
Stalks from which ears are selected should not have special 
advantage of space in the row or hill. Good size and well 
shaped ears should be selected. Maturity as indicated by the 
husks should be studied. Each student should select or 
mark at least one hundred (100) ears. 



132 

(7) Methods of Storage- 

Class should place ten or more ears under various condi- 
tions for winter storage. A lot should be stored in a warm, 
dry basement. Another lot in a well ventilated room where 
there is no heat. Still another lot should be hung over a 
pole in an open shed, or hung to rafters in a barn or shed. 
Another lot should be hung in the open, with the husks left 
intact. These lots of corn are to be tested for germination 
in February or March. 

(8) Seed Corn Testing— 

The lots of corn stored in the fall should be tested for 
germination the latter part of February or March, using not 
less than five kernels from each car. Corn should be ob- 
tained from home or other farmers and tested. 

(9) Grading Seed and Calibrating Planter — 

The ears selected for seed should have butts and tips re- 
moved. Why? Ears should then be shelled so as to put 
kernels of the same size and shape together. If a mechanical 
grader is at hand, this should also be used and the results 
compared with hand selection. Tests should be made to find 
the size of planter plate which will drop the right number of 
grains of the different sizes, also planter should be regulated 
to drop the right distance apart when drilling. Seed con 
mining both butts and tips should also be used in testing, 
and the results compared with graded seed. 

(10) Corn Scoring-Shape of Ears — 

Class should measure the length and the circumference of 
a large number of ears, say twenty-five (25). Number the 
ears and tabulate the measurements. Measure the circum- 
ference in two places, one about two inches from the butt, 
and the other about three inches from the tip. The propor- 
tion of length to circumference should be tabulated for each 
measurement. Do not use fractions smaller than eighths. 

(11) Corn Scoring — Various Items — 

Using the same twenty-five ears, count the rows per ear 
and tabulate the results, also determine the number of ker- 
nels per inch in row and tabulate. Look for crossed grains 
and cobs off color. Take a hundred kernels from as many 
different ears and determine the percentage that meet the 
standard proportion, that is, twice as long as wide. Study 
the germinating quality of fifty (50) different ears by dis- 
secting out the growing part of the germ. 



133 

(12) Corn Scoring — Proportion of Grain — 

Study the proportion of grain to total weight by weighing 
and shelling a number of ears, at least ten. Before weighing 
and shelling the student should guess what percentage of the 
total weight will be grain. If measurements oL* car and grain 
are made and all data tabulated, the exercise will be more 
valuable. 

(13) Corn Scoring— Applying the Score Card — 

The regular corn grower's association score card should 
be used, and each student have at least five cars which are 
distinguished from each oilier by Labels. A mathematical 
value should be given to each ear for each point on the score 
card, except Uniformity of Exhibit. This value should be 
entered in the square opposite the point considered and in 
the column corresponding to the number of ear. For exam- 
ple, say the score is six for "shape" of ear number one, the 
figure six should be entered in the square opposite the item 
Shape of Ear and in column one. Enter the score for each 
of the five ears on Shape of Ear before passing to the next 
point, Length of Ears. Proceed in this way with each of 
the various points in the score card, keeping in mind all the 
time that there are few perfect ears and that the value of the 
different points is not the same. The student should score a 
considerable number of samples. After using two or three 
five-ear samples, increase the size of samples to ten ears. 

(14) Same as (12), Using Different Samples. 

(15) Same as Above, Using Different Samples. 

(16) Corn Scoring — Ten-Ear Lots — 

In the previous exercises the scoring has been on the basis 
of individual ears. The student should now learn to size up 
an exhibit of ten ears as a whole, expressing the value of the 
entire ten ears with one number for each of the points of the 
score card, beginning with Uniformity of Exhibit. Previous 
practice should enable a student to see at a glance the defects 
of the various ears and to be able to determine the composite 
value quickly. A considerable number of samples should be 
worked with in this manner. 

(17) Same as (16). 

(18) Corn Scoring — Comparative Judging — 

A number of samples of ten or more ears should be pro- 
vided for the use of the pupils. These should consist, as far 



134 

as possible, of different varieties and different colors. All 
ears should be labeled and the lots numbered. In most cases, 
one period for each item of the score card should be given to 
the placing of the ears in their relative order of merit. For 
example, under Shape of Ear, the best ear so far as the shape 
is concerned, all other points ignored, should be placed first 
and then follow with the second best ear, so on until all the 
ears of the lot are placed in their order. Follow this pro- 
cedure for each of the points of the score card. The instruct- 
or should previously place the ears according to his judg- 
ment. 

(19) to (26) Same procedure as in (18). 

(27) and (28) Scoring Wheat and Oats- 
Using the Indiana Corn Growers' Association score* card 
for wheat and oats, score several samples of these grains. 
The explanation on the score card should not be followed 
too literally except in case of Weight. The rule here should 
be applied strictly. 

(29) Preparing Seed Grain by Use of the Fanning-Mill — 

Have students clean and grade several samples of wheat 
and oats. Students should understand the use of the differ- 
ent screens and should have practice in adjusting the mill 
for the different grains. 

(30) Treating Seed Wheat for Stinking Smut — 

Before giving this exercise, the teacher should have Circu- 
lar No. 22 from Purdue University. Pupils should bring a 
bushel or two of wheat to the school. The cement floor of a 
basement or porch can be used for spreading out the grain. 

(31) Examining for Hessian Fly — 

This exercise should be performed either in November or 
late in April. It will be necessary to take pupils to the field 
to make examinations. Individual plants should be dug up 
and carefully examined by stripping down the leaves. If the 
insect is present the larval, or chrysalis form, will be found 
near the base of the leaf sheath. The teacher should have 
carefully read Newspaper Bulletin No. 194 Purdue Univer- 
sity, or Circular No. 23, the same place. 

(32) Studying Stooling Habits of Wheat— 

This exercise should be performed in November or April. 
Individual plants should be dug up and the number of plants 
which have started from the original shoot counted. If the 



135 

digging is carefully done, the grain of wheat from which the 
plants started can be found. The more stools or tillers which 
have started from one seed the better is the prospect for a 
large yield. See if there is any difference in stooling be- 
tween places where the plants are thick and places where 
they are thin on the ground. A couple of plats in the 
school garden will be very advantageous for this study. 

(33) Estimating the Per Cent, of Winter-Killing and Studying 

Protective Conditions — 

This study may be made either in the field or in garden 
plats. A large area is preferable. For the most part the per 
cent, of winter-killing is usually estimated by taking an area 
on which the stand is practically perfect, and compare other 
areas with it. There should be an average of one plant for 
each inch in the drill row for a perfect stand. 

The study should be made of the various areas where win- 
ter-killing is most apparent, and see if a reason for such con- 
dition can be found. Poor soil, depression in land where 
water stands, and extreme exposure are some of the causes 
of winter-killing. 

(34) Determining the Stand in the Field and Height of Plants — 

It may be necessary to use this exercise as a home study 
project. The pupils should note whether the stand at ma- 
turity is different from the stand in April. By means of a 
graduated staff the height of one hundred (100) plants 
should be obtained and average height should be determined 
and note made of the estimates. 

(35) Per Cent, of Smutted and Scabbed Heads in Wheat — 

This also should be a home project. At about the time 
wheat has come into full head, there frequently appears a 
number of heads, black in appearance. These have been 
attacked by loose smut and ruined. After a few days the 
smutty parts blow away and the naked stems remain. Take 
a barrel hoop and fasten three legs to it. Set this down at 
random in the field. Count all the stems enclosed and find 
what per cent, smutted stems are of the total. Repeat this 
for several areas. 

Scabbed heads are white in appearance and appear to be 
mature several days before the general crop ; an examination 
will show that the grains are shiveled and are covered with a 
pinkish mold. This is the wheat scab, a fungous disease. 



136 

Determine the per cent, of scabby heads in the same way as 
I lie smutted heads were determined. 

(36) A Study of Mature Heads of Wheat— 

The heads of wheat used should belong to the same variety. 
However, more than one variety may be studied. Measure 
not less than twenty-five heads and tabulate the lengths. 
Notice the arrangement of the spikelets — alternating on each 
side of the single stem (rachis). Note how the grains are 
enveloped by the chaff. If the variety is bearded, observe 
which chaff bears the beards. Carefully shell out the grains 
from each spikelet and lay them in order so that the product 
of each spikelet can be seen. Study the grain as to size, 
length, color and hardness. Observe the small tuft of hairs 
at the end of the grain. Make a drawing of the grain show- 
ing the germ, the crease and the tufts of hairs. 

(37) A Study of Mature Heads of Oats- 

Try to have both open-panicle and close-panicle (side) 
varieties; note the number of grains per spikelet. Deter- 
mine the average number of grains in five heads (panicles), 
note the difference in size of the grains in the spikelets. De- 
termine the per cent, of hull in oats, this is done by weighing 
one or two grams and then stripping the hulls from the ker- 
nels and reweighing; this will require a balance which will 
weigh accurately tenths of a gram. More than one variety 
should be studied. 

(38) A Study of Mature Heads of Rye and Barley — 

Try to have both two-rowed and six-rowed varieties of 
barley. Study carefully the arrangement of spikelets in the 
rye and barley and compare with wheat. Observe that there 
are three spikelets at each joint of the rachis in the case of 
barley and but one in the case of wheat and rye. The barley 
spikelet is definitely one-grained, the rye two-grained, while 
the wheat spikelet has two or more grains. Make drawing 
illustrating these differences. 

(39) Comparison of the Grain of Wheat, Oats, Rye, and Barley — 

Select five or ten grains of each kind, study these grains 
with reference to size, shape, weight, and color. Note that 
the grains of oats and barley are composed of two parts, 
namely, the hull and the kernel proper. Make drawings of 
the different grains, and record carefully the data relating 
to the other points. 



137 

(40) Preparing Seed Oats, Estimating the Stand and Determin- 

ing the Per Cent, of Smutted Heads in Oats — 
Follow the directions given under exercises (30), (33), 
and (35). 

(41 ) Field Study of the Leaves of Different Clovers — 

This exercise should he prepared for by sowing some 
months before in small plats as many different kinds of clov- 
ers as can be had. Students should make drawings of the 
leaves of the different clovers, noting carefully the shape of 
the leaflets, the serrations of the margins, and the attach- 
ment of the terminal leaflet. Besides the drawings there 
should lie written descriptions. 

(42 I The Leaves and Inflorescences of Different Grasses — 

This must also be previously prepared for. At least Ken- 
tucky blue grass, timothy, red top, orchard grass, and tall 
oat grass should be studied. Make drawings and measure- 
ments of the leaves and inflorescences (panicles). Deter- 
mine the average number of leaves on ten stems of each 
species. Determine the average height of plants. Also, the 
proportion of inflorescences to total height. 

(43) Estimating the Clover Seed Crop — 

Oaf her ten representative ripe heads of clover. Carefully 
shell out each head and count the seeds. Determine the 
average number of heads on several different areas as indi- 
cated in exercise (35). On this basis how many heads per 
acre I What number of seeds per acre ! Counting eighteen 
million seeds per bushel, how many bushels per acre? If 
convenient, weigh the seeds and count (450) grams per 
pound, and thus determine the yield. 

(44) and (45) Collecting Weed Seeds- 

Each pupil should collect the seeds of at least twenty-five 
(25) different weeds common in the community. 

Small two-dram bottles properly labeled are besf for hold- 
ing seeds. Make measurements, descriptions, and drawings 
of representative seeds of each species. 

(46) A Study of Clover Seeds- 
Collect, label, measure, describe and draw representative 
seeds of all the different clovers obtainable. Include in Ibis 
collection sweet clover, alfalfa, and, if obtainable, bin* clover. 



138 

(47) Germination and Purity Tests of Clover Seed — 

Take such samples of clover or alfalfa seed as are obtaina- 
ble in the neighborhood or from, the warehouse and deter- 
mine what species of weed seeds are present. If they cannot 
all be named, at least determine how many kinds of foreign 
seeds are present. Weigh out a definite quantity, say one 
gram, and determine the percentage of weed seed by count. 
Count out two lots of (100) seeds each and germinate. Mul- 
tiply the per cent, of purity by the per cent, of germination. 
The result is the per cent, of pure and germinable seed. See 
Farmers' Bulletin Number 260. 

(48) Inoculating Legumes — 

Write to some of the firms advertising inoculating ma- 
terial for sample lots. Prepare small areas of ground and 
treat according to directions sent with the sample packages. 
On some similar areas use soil inoculation as described in 
Purdue Extension Leaflet Number 44. Small areas should 
be left untreated for checks. Before the plants are mature 
they should be carefully dug up and the roots examined for 
nodules. 

(49) Field Study of Cowpeas and Soy Beans — 

Examine fully developed plants and note characteristics 
with regard to the following points: character of growth, 
whether erect or trailing; hairiness of the plant; color of 
blossoms ; length of pods ; average number of seeds per pod ; 
and character of foliage. Make such drawings as will show 
differences. 

(50) Weed Eradication — 

Plants which propagate themselves by means of seeds only 
may be eradicated by preventing their seeding. Plants 
which propagate by means of underground rootstocks must, 
be starved out by preventing the growth of above ground 
parts. Of the first group such plants as ragweed, foxtail, 
smartweed, and butterprint are examples. In the second 
class we have Canada thistle, horse-nettle, quackgrass, 
trumpet vine, wild onion, etc. 

Some or all of the above named plants should be studied in 
the open field in order that the student may fully under- 
stand the method of propagation. He should .see how the 
underground parts give rise to new plants; he should under- 



139 

stand how cultivation tends to scatter and increase plants of 
the second group rather than to eradicate them. 

Spraying as a method of eradication should be demon- 
strated, using sprays for dandelion, mustard and wild onions. 
Reference should be made to the following Bulletins : Pur- 
due Extension Bulletin No. 24, Purdue Extension Leaflet 
No. 22. Purdue Circular No. 32, Purdue Bulletin No. 176. 
Wisconsin Circular No. 48. 

Additional Exercises in Crops. 

(51) Proportion of Grain to Cob — 

Shell an ear of corn, tabulate the following : Total weight, 
weight of kernels, weight of cob, per cent, of cob. Get the 
average for several ears. Compute the same for one bushel 
of corn. 

(52) Shrinkage of Corn — 

Take ten ears of corn from field. Weigh. Weigh every 
ten days for two months. Calculate loss of moisture in 1,000 
bushels. 

If corn is worth sixty (60) cents at husking time what 
price must it be two months later to bring the same amount 
as at husking time ? 

(53) To Show How Food from the Soil Gets to the Leaves — 

Secure a growing stalk of corn, and cut at first node above 
the adventitious roots. Cover cut end with vaseline as soon 
as cut. Remove the vaseline, put cut end in red ink or red 
dye. Allow to stand for twenty-four hours. Note results. 
Sketch a cross section of the stalk. 

What is the inference ? 

(54) To Find Volume of Soil to Nourishment- 

Dig up a corn plant, get as many of the roots as possible. 
Using the mean of the three longest roots as a radius, calcu- 
late the volume of soil from which the plant received its 
nourishment. 

Formula— * nj * 

2 

(55) Study of Varieties of Corn — 

Secure several samples of different varieties. 
Compare — 

1. General shape of ear and size. 



140 



9 



Proportion of grain to cob. 

3. Shape of kernel. 

(a) Length. 

(b) Width. 

(c) Thickness. 

4. Contents of kernel. 

(a) Much or little protein. 

(b) Shape and size of embryo. 

5. Indentation. 

(56) Effect of Fertilizer on Early Growth of Oats Plant — 

Fill ten jars (or buckets, 3 gallons is best, a one gallon will 
do) with field loam. Apply fertilizer as follows: 

1. Check. 

2. Potassium. 

3. Nitrogen. 

4. Phosphorus. 

5. Check. 

(i. Potassium i, nitrogen \. 

7. Potassium |, phosphorus 2. 

8. Nitrogen |, phosphorus \. 

!). Nitrogen \, phosphorus i, potassium J. 
10. Check. 
Allow to grow for three weeks, watch results with reference to 
germination, growth, size of blade and color. 

(57) To Test Wheat for— 

1. Starch, add a drop of diluted iodine. Make enlarged 
sketch of grain, shade part affected most by iodine. (Where 
is most of the starch in the wheat located?) Material (Io- 
dine II. N. 0, 3.) (Seed should be soaked for several hours.) 

2. Protein, cut a lone section at right angles to the grove 
add a drop of nitric acid. (H. N. 0., 3.) 

(Sketch seed and shade part most affected by the acid.) 
(Do you fine as much protein as starch in wheat?) 

(58) Varieties of Potatoes and Treatment for Scab — 

Secure samples of seed potatoes. 

Record — Length, shape (cylindrical or flattened), color, 
general appearance, size of eyes, depth of eyes, color of eyes, 
variety — early, late or medium,. 

For scab treatment dissolve 2 oz. of corrosive sublimate in 
15 gallons of water, soak whole potatoes for six hours. 



141 

(59) Effect on Germination of Treatment for Smut in Oats — 
Part 1. Treatment. 

(A) Weigh out four lots, any weight (2 oz. or 57 grs.) 

or \ bu. 

Lot. 1. Formalin treatment: Take one lot, sprinkle or 

dip oats in 1\ parts formaldehyde to 1,000 parts water or 

formalin at rate of 1 lb. to 50 gallons of water. Soak for 

thirty minutes, then dry. 

Lot 2. Hot water treatment : Take a second lot, soak for 
ten minutes in water 133° F. Spread out to dry. 

Lot 3. Copper sulphate. (Rate, 1 lb. to 5 gallons water.) 
Soak for ten minutes. 
Lot 4. Untreated. 
Part 2. Using 50 grains from each lot, 25 hulled, 25 un- 
hulled, Germinate seeds. Tabulate — 

Germination Test. 

Number of hours 

Lot 1 Unhulled , 

Lot 1 Hulled 

Lot 2 Unhulled 

Lot 2 Hulled 

Lot 3 Unhulled 

Lot 3 Hulled 

Lot 4 Unhulled 

Lot 4 Hulled 

From data obtained how much seed should be sown of each 
of the treated lots to get the same rate per acre as the un- 
treated lot ? 

(60) Make a collection of hays or go to several barns. Score hay 

under following classes — 
Choice Timothy: 

Not over 1/20 other grasses, properly cured, bright nat- 
ural color, sound, well baled. 

No. 1. Not over 1/8 other grasses or clover, properly 
cured, good color, sound, well baled. 

No. 2. Not over 1/4 other grasses or clover, fair color, 
.sound, well baled. 

No. 3. Shall include all hay not good enough for other 
grades, sound and well baled. 



142 

No grade. Shall include all hay badly cured, stained, 

thrashed or in any way unsound. 
For grades of clover, address — 

National Hay Association, 

Chicago, Illinois. 

(61) Make a sketch of your home farm or imagine an eighty-acre 

farm of six fields, make 

1. A three-year rotation. 

2. A four-year rotation. 

(62) Make a test plat on a wheat or oats field where clover is to 

be sowed. This should be laid off about the middle of 
February. The manure, lime and potassium applied a 
little later. 

(63) Make a list of farm crops for your community. 

Secure the following data. 

(a) Number acres in township. 

(b) Valuation of crop. January 1st. 

(c) Number acres in state. 

(d) Average yield per acre. 

(a) and (b) can be secured from the Township Assessor, 
(c) and (d) can be secured from the State Statistician, 
Indianapolis. 

Horticulture for High Schools. 

(18 Weeks.) 
This course is outlined to occupy one semester of eighteen weeks 
and to require three forty-minute recitations and two eighty- 
minute laboratory periods per week. The entire course is given to 
the subject of Pomology. 

I . Definition of the term Horticulture. 
Branches of the subject. 

(a) Pomology, olericulture, floriculture, and landscape 
gardening. 
Objects of this course. 

(a) To learn some of the science connected with the suc- 
cessful growing of fruits and to be able to put this into prac- 
tical use. 

History of Horticulture in the United States and especially 
in Indiana. 
(a) One hundred years ago: Freedom from disease, lack 



9 



143 

of transportation facilities, lack of storage facilities, general 
neglect of the orchards. 

(b) During the last decade: Advent of disease, decrease 
in production of good fruit, orchards still neglected, injuri- 
ous insects make their advent and do great harm. 

(c) The present: "Knowledge is power." Great inter- 
est being shown in fruit growing, scientific knowledge is 
available by which the enemies of the industry may be suc- 
cessfully combated, modern storage, special transportation 
facilities, thousands of acres being set to fruit, fruit grow- 
ing societies and fruit shows. 

5. Men and institutions connected with the development of 

Horticulture. 

(a) John Chapman, Ephriam Bull, Luther Burbank, 
John Dufour and others of special interest. 

(b) Purdue University, all the state experiment stations 
and the United States Department of Agriculture. 

6. Great fruit growing sections of the United States. 

(a) Learn the fruit or fruits for which each section is 
noted. 

(b) Pay particular attention to the Central States and 
especially to our own State. 

7. Soil and Climate in relation to successful fruit growing. 

(a) Fruits differ in their soil requirements the same as 
other crops or even more so, for they even differ according 
to varieties of the same fruit. Briefly outline the general 
soil adaptation of our common fruits. 

(b) Climate must always be taken into consideration on 
account of length of season, rainfall, prevailing winds, ex- 
tremes of heat and cold, average temperatures, frosts, winter 
killing, etc. Emphasize these facts by illustrations. 

(c) Frosts — How to foretell them and ways of preventing 
injury from frosts. 

8. Propagation of plants. 

(a) Seeds — Reproducing true from seed, as the most of 
our vegetables. 

(b) Seeds — Reproducing but not true to type and later 
budded or grafted, as the most of our fruit trees. 

(c) Cuttings: 

lb. Stem — Grape, gooseberry, currant, etc. 
2b. Root — Red raspberry, blackberry, etc. 



144 

(d) Offsets and Divisions — Red raspberry, strawberry, 
etc. 

(e) Layerage — Grapes, currant, gooseberry, black rasp- 
berry, etc. 

(f) Grafting: 

le. Grafting proper — Apple, pear and quince. 
2e. Budding — Peach, plum, cherry, apple, pear and 
quince. 

9. Bearing habit of fruits. 

(a) How to tell fruit buds by shape and size. 

(b) Time of formation of fruit buds on the different 
fruits. 

(c) Location of fruit buds on the different fruits. 

(d) Cause of non-production of fruit: 

Id. Lack of pollination, too vigorous growth of wood, 
disease, winter injury, rain during time of 
blooming, self-sterility. 

2d. How to aid in overcoming these difficulties. 

(e) Explanation of the June drop. 

(f) Thinning the fruit: Reasons, time and extent of the 
operation. Effect on remaining fruit and on the tree. 

10. Pruning, general principles relating to. 

(a) What is meant by pruning. 

(b) Reasons for pruning — Habit of growth in plants, 
natural pruning by the plant itself, survival of fittest among 
the branches; to modify the shape or extent of growth. 

(c) Effect of pruning upon a tree — Length of life, 
growth, shape, fruiting habits and the fruit itself. 

(d) When to prune — Regularly and lightly: 
Id. Summer pruning and its effects. 
2d. Winter pruning and its effects. 

11. Variety selection of fruits. 

(a) Points to consider: Season of maturing, age of trees 
coming into bearing, keeping and eating qualities of the 
fruit, habit of growth of tree, susceptibility to disease, soil 
adaptation, climatic adaptation, longevity of tree, personal 
taste or public demands. 

12. Fungous diseases of plants. 

(a) Number of plant diseases: Numerous, but fortu- 
nately each disease is generally limited to one species or at 
most to a few related species. 



145 

(b) Disease named after the effect it produces: Rots, 
smuts, rusts, mildew, blights, and wilts. Not all rots are 
related nor all smuts, nor all rusts, etc. 

(c) Effect of each of the above kinds of disease on the 
plant attacked, and how it is propagated and spread. 

(d) Examples of each of the above. 

(e) Miscellaneous diseases requiring special notice. 
Black knot of plum, fire blight, peach yellows, peach leaf 
curl, and others of importance. 

(f) Methods of controlling. Three ways: 

If. Removing and destroying the affected parts of 

the plant. 
2f. Preventing spore germination. 
3f. By killing the fungus itself. 
4f. "An ounce of prevention is worth a pound of 

cure. ' ' 

(g) Sprays suitable to use in overcoming these diseases: 
lg. Bordeaux. 

2g. Lime-sulphur. 

13. Insects injurious to fruits. 

(a) Definition of an insect. 

(b) Leading classes of insects. 

(c) Explanation of the life cycle of insects — metamor- 
phosis. 

(d) Harm done by insects: Amount financially: stage 
of life of the insect when it does the harm ; how they do the 
harm — chewing or sucking. 

(e) Why it is essential to know the life history of an 
insect and how it does the harm. 

(f) How to help overcome harmful insects: 
If. Encouragement of birds. 

2f. Encouraging helpful animals. 

3f. Banding trees. 

4f. Applying washes. 

5f. Burning all rubbish. 

6f. Using poison baits. 

7f. Knowing helpful insects which kill the harmful 

ones. 
8f. Spraying with the right thing at the right time. 

(g) Some insects worthy of special study: Study their 
life history, and method of controlling them. 

10—3385 



146 

San Jose scale, oyster shell scale, scurfy bark scale, cod- 
ling moth, plum curculio, peach borer, flat-headed apple 
tree borer, round-headed apple tree borer, bark beetles, 
canker worms, plant lice, cherry and pear slug, fall web- 
worm, apple tree tent caterpillar, currant worms, and all 
others found to be destructive in your community. 

(a) Classes of sprays : 
la. Fungicides. 

2a. Insecticides — Stomach and contact poisons. 

(b) Spray material and their uses: 
lb. Arsenate of lead. 

2b. Paris green. 

3b. Hellebore. 

4b. Copper sulphate (Bordeaux). 

5b. Pyrethrum. 

6b. Tobacco (in different forms). 

7b. Soaps. 

8b. Sulphur. 

9b. Others of local use. 

(c) Spray machinery for liquids: 

lc. Pumps, tanks, agitators, hose, nozzels, etc. 

(d) Pressure at which spray should be applied. 

15. Cultural directions and miscellaneous notes on the apple.* 

(a) Origin and botanical relations. 

(b) Propagation. 

(c) General soil adaptation. 

(d) Age tree to buy, where to buy, when and how to 
transplant. 

(e) Location of the apple orchard. 

(f) Management of apple orchard. 

(g) 'Fruiting habit. 
(h) Pruning. 

(i) Spraying. 

(j) Suitable varieties for your locality — early, mid-sea- 
son, early winter, and late winter. 
(k) Harvesting and storing: 

Ik. When harvested, how harvested, and tools used. 
2k. Essentials of good storage — right temperature, 
good ventilation, and right amount of moisture. 
3k. Methods of storing — cellars, pits, and cold stor- 
age.- 



147 

(1) Diseases and insect pests: 

11. Remedies for the above, 
(m) Uses of fruit in the home, 
(n) Marketing surplus fruit. 

In. Methods and markets open to the farmer or fruit 
grower. 

16. Pears. 

17. Peaches. 

18. Cherries. 

19. Plums. 

20. Quinces. 

21. Grapes. 

22. Blackberry and dewberry. 

23. Raspberry. 

24. Currant. 

25. Gooseberry. 

26. Strawberry. 

27. Any other fruit of local interest. 

(a) Follow the outline given for apples but change where 
necessary to conform to the fruit being studied. 

28. Planning an orchard. 

(a) Purpose of an orchard. 

(b) Kinds of fruits wanted. 

(c) Approximate number of trees wanted to supply the 
amount of the different fruits needed. 

(d) Amount of ground needed or that can be given to the 
orchard. 

(e) Location of the orchard — Consider soil, water drain- 
age, air drainage, slope of the land, distance from the house 
and from the place of storage. 

(f) Preparation of the land — Well prepared ground is 
essential to the success of the orchard. 

(g) Plan of planting — Square system, hexagonal, and 
quincunx systems; the use of fillers. 

(h) Ordering tress, etc.; when, where, age to buy. 
(i) Care of trees previous to setting out. 
(j) Planting — when and reasons: 

lj. Digging holes and cost — by hand or with dyna- 
mite. 
2j. Act of planting: pruning roots, placing in hole, 

filling hole. 
3j. Pruning the top depends upon age of tree. 



148 

(k) Care of tree during the first summer. 
Ik. Protection and cultivation. 

(1) Care of trees until they come into bearing, which will 
be about the seventh, year ; repairing injured trees, cultiva- 
tion, spraying, pruning, etc. 

29. Management of fruit orchard. 

(a) Clean culture-cover crop — When plowed, how culti- 
vated, when to sow cover crop, suitable cover crops, kind of 
land suited to this system and its advantages. 

(b) Sod-mulch — Explanation, adaptation, advantages and 
its disadvantages. 

(c) Pasturing — Hogs, sheep and poultry at certain times, 
but other kinds of livestock not desirable. 

(d) Intercropping — Crops suited to be grown as inter- 
crops 

Id. Vegetables all right, but cereals should not be 
used. 

(e) Protectors — Reasons for using, 
le. Wire cloth, tarred paper, etc. 

(f) Fertilizing — Barnyard manure, cover crops, and com- 
mercial fertilizers. 

30. Renewing old orchards. 

(a) Present conditions. 

(b) Is it worth renewing — 50% of the trees should be 
healthy varieties and the location should be satisfactory. 

(c) Reasons for the condition of the orchard. 

le. Ignorance and neglect; trees too close; lack of 
plant food; lack of regular pruning, and very 
often an entire lack of spraying. 

(d) How to renew an orchard. 

Id. Get acquainted with the causes of decline. 

2d. Consider how to remove these causes. 

3d. Best time to begin is in the fall. Identify the 

varieties, make a working plan, and mark all 

worthless trees for removal. 
4d. Remove worthless trees during early winter. 
5d. Prune with care the remaining trees. 
6d. Haul and burn all rubbish. 
7d. Spray about the middle of March and continue 

the schedule throughout the season. 



149 

8d. Plow, disc, and harrow as early as possible in the 
spring and practice the clean cultivation-cov- 
ered crop method. 

9d. In case it is not advisable to plow then leave in 
sod but do not pasture nor make hay. 

lOd. Add plenty of barnyard manure, or if this is not 
available apply about 500 pounds per acre of a 
6-12-10 commercial fertilizer. 

lid. Continue pruning and begin top working during 
the second winter and spring. 

12d. Spraying, cultivation, and fertilizing should be 
carried on each succeeding season. 

31. Marketing the surplus fruit. 

(a) Sorting and grading. 

(b) Packing. 

(c) Markets. 

(d) How and to whom sold. 

:52. Laws of Indiana that affect the fruit .mower. 

(a) Weights per bushel. 

(b) Condition of fruit on the markets. 

(c) Diseases and insects on nursery stock. 

33. Indiana as a fruit growing state. 

(a) Soil and climate. 

(b) Price of land compared to other fruit growing dis- 
tricts. 

(c) Quality of Indiana applies. 

(d) Returns from investment compared with other crops. 

(e) Markets open to Indiana as compared to other fruit 
districts. 

(f) Cost of placing the fruit on the market, compare with 
the western grower. 

(g) Storage facilities in Indiana. 

(h) Parts of Indiana especially adapted to fruit growing. 

(i) Why we have not given more attention to fruit grow- 
ing. 

(j) Fruit growers associations and their work. 

34. Cost of bringing an orchard into bearing and making it a 

paying proposition. 

(a) Cost of trees. 

(b) Fitting land. 



150 ' N 

(c) Sett Lag trees. 

(d) Fertilizing. 
(c) Cultivating. 

(f) Cover crop. 

(g) Pruning. 

(Ii) Burning brush. 

(i) Spraying. 

(j) [ncidentals. 

(k) The total cost should be reckoned on the above basis. 

Laboratory Exercises in Pomology for High Schools. 

Numbers in parenthesis refer to corresponding numbers in 
course of study. Exercises are not necessarily to be followed in the 
exacl order as given. Should l>e seasonal. 

1. (Ii) Uurnish each pupil an outline map of the United States 
and have him outline iu blue ink the important fruit growing dis 
tricts. Write ou each district its characteristic fruits. 

'2. (7) Make one or more held trips and examine the soils of 

the community and discuss their adaptability to fruit growing. 

3. (7) Prepare a weather chart, noting the length of the grow- 
ing season, early and late frosts, rainfall and extremes of tempera 
lure. 

I. (7) Make a psychrometer and make observations. 

5. (8) Make a field trip and point out to the pupils the differ 
cut fruits that have been propagated by the different methods. 

ti. (8) Make stem cuttings of gooseberry, currants and grapes. 

7. (8) As a part of the permanent work plant several peach 
seeds from the same tree and do not hud them. This will he a good 
lesson in variation and where room is available could he furt her 
carried out with apples, gooseberries and currants (could he done 
at home by pupil.) 

S. (8) Propagate blackberries hy root cuttings. 

!». (Si Study and set out. plants that have been propagated by 

la\ ering. 

10. (8) Stratify peach seeds to he planted for budding. 

II. (9) Make a field trip ami observe fruit buds on the differ- 
ent kinds o\' fruit trees. 

12. (9) Make sketches of twigs of different fruits, noting leaf 
and fruit htlds. 

L3. (10) Make a field trip and observe what has been said 
about pruning — method of making cuts and results; self pruning, 



151 

— lack of pruning and results; irregular pruning and results, 
etc. 

14. (1) Have each pupil report on varieties of fruits found at 
home. Varieties of fruit found on market. 

15. (12) Either make field trips or have specimens of diseased 
plants brought to the laboratory and teach the scholars to identify 
them, and learn their life history and methods of controlling them. 

16. (12) Prepare Bordeaux Mixture 

17. (13) Through specimens gathered the pr< ding summer 

illustrate the different ways in winch insests harm plants. Show 
the three or four stages of some insect (Potato beetle is easily sc- 
oured.) 

18. (13) Ba/nd some trees in early spring with tanglefool and 
some with burlap. Examine from time to time. Note insects 
trapped. 

19. (13) Dilute commercial lime-sulphur for winter and sum- 
mer spraying with the aid of the hydrometer. 

20. (13) Make a spay of arsenate of lead alone, then of Bor- 
deaux and arsenate of lead. Make a spray of nicotine solution. 
Learn the uses of each of the above. 

21. (13) Either through mounted specimens or pictures or field 
trips, learn to identify the insects that, have been studied. 

22. (14) Examine different forms and kinds of spray materials. 

23. (14) Examine as many different kinds of spraying ma- 
chinery as you find in your community and learn what it takes to 
do efficient work in the way of nozzles, agitators, hose, pumps, etc. 

24. (14) Do some spraying of a practical nature if possible 
and figure on the amount of material and the time required to spray 
one tree and then to do 50 trees, etc. 

25. (15) Have each child furnished with at least live seedling 
apples suitable for root grafting. Get scions from suitable varie 
ties and graft them. Store these and next spring allow each pupil 
to take them home and set them out. 

26. (15-16) Prune apple and pear trees for the people of the 
community. 

27. (17) Prune peaches at proper season. 

28. (21) Prune grapes at proper time. 

29. (22-23-24-25) Prune bush fruits found in the community. 

30. (26) Illustrate staminate and pistilate strawberries and 
make drawings of flowers. 

31. (28) Make a field trip and pick out several suitable loca 
lions for orchards. 



152 

32. (28) Make drawings of the different systems of planting 
and discuss good and bad features. 

33. (28) Make a drawing of a one or two-acre home orchard, 
locating definitely the place of each kind of tree and giving the 
kind and variety. 

34. (28) Make a trial order for the above orchard and figure 
the cost of the trees. 

35. (28) Set out some apple or other fruit trees at the proper 
time, either on the neighboring farms or on the school grounds. 

36. (28) Go to a neighboring field and lay out in regular size 
one or two of the best planned orchards as made in exercise No. 32. 

37. (29) If possible visit two orchards that were set last year 
(one clean culture, the other "just set out") and note difference 
in trees. Observe older orchards on same basis. 

38. (29) Make some wire cloth and tarred paper protectors. 

39. (30) Visit an old orchard and try to do as much of the 
work ;is outlined in lesson thirty as possible. If possible lake over 
a small orchard and carry the work on from year to year. 

40. (30) Do plenty of top working with apples and pears. 

41. (31) Visit markets and note methods of packing fruits. 
Find out the freight cost to the nearest large markets. Learn 
names of reliable commission men. 

42. (32) Weigh out a bushel of apples and then measure them 
or vice versa. How many pounds in a bushel of apples. Get sam- 
ples of strawberry boxes and other fruit boxes and test them for 
accuracy. 

13. (33) Make a problem involving the question of returns 
from investment as compared with other crops. 

44. (33) Using outline maps (Lab. exercise l-(6) ) of the 
U. S., join your railroad station with the leading large cities by 
means of red ink. Learn the distance and write along this line, 
then find out freight rates and make note of this below the map. 
Compare your available markets with those of the other leading 
districts as regards cost of shipping and distance. 



COURSE IN VEGETABLE GARDENING FOR HIGH 
SCHOOLS. 

(36 Weeks and Summer Work.) 
September. 

Extent of vegetable industry. Types of vegetable growing — 
Home gardening-, Market gardening, Truck farming. 

Factors Influencing Location— Home garden — south slope, well 
drained, near house; Market garden — soil, markets, roads, price of 
land etc. ; Truck farm — soil, roads, railroads, etc. 

Storage op Vegetables. 

Objects of Storing. Harvesting Vegetables to be Stored. Stor- 
age Requirements of Different Vegetables: — Root crops and cab- 
bage — cool, moist, no circulation; Onions — cool, dry, good circula- 
tion ; Sweet potatoes, squash, pumpkins — warm, dry, good circu- 
lation. 

Storage Houses. Pits and Outdoor Cellars. The House Cellar. 
Cold Frames. 

Cultural Requirements of Each op the Common 
Vegetables. 
October. 

This should be a detailed study of each vegetable including: 
climatic requirements, soil, importance, planting, cultivating, har- 
vesting, marketing, yields and returns, fertilizing, varieties, and 
enemies. 

Several planting problems may be assigned in connection with 
this work. 

The vegetables should be studied in the following order, classi- 
fied according to cultural requirements : 

Cool Season Crops. 

Shorts Season Crops — 

Can not endure heat of summer but can be planted in 
open ground sufficiently early to mature before hot weather: 
Radish, spinach, peas, leaf lettuce, kohlrabi, green onions, 
garden cress. 

(153) 



154 

Long Season Crops — 

Require cool, moist weather during earlier stages of de- 
velopment, but can endure considerable heat after becoming 
established: Beets, carrots, celery, chard, kale, leeks, 
onions, parsley, parsnips, early potatoes, salsify. 
Crops Requiring Transplanting — 

Cannot endure heat, yet growing period is so long that 
they would not complete growth before hot weather if seed 
were sown in open ground. Consequently must be started 
earlier in hotbeds or greenhouses and transplanted: Early 
cabbage, early cauliflower, head lettuce. 

November. 

Warm Season drops. 

Short Season Crops — 

Sufficiently short period of growth to enable them to be 
planted in open ground and mature during normal warm 
season: String beans, lima beans, sweet corn, okra, cucum- 
bers, muskmelons, watermelons, squash pumpkins. 

December. 

Crops Requiring Transplanting — 

Growing period so long that plants must be started under 
glass in advance of warm season and transplanted to field 
when weather is favorable : Eggplant, pepper, sweet 
potato, tomato. 
Perennial Crops. 

Asparagus, Rhubarb. 

January. 

Selection of Varieties and Purchasing Seed. 

Sources of seed. Importance of good seed. Quantity of 
seed required. Seed Testing. 
Insect Enemies and Diseases. 

Classes of Insects, Chewing, Sucking. 
Methods of Controlling Insects, Hand Picking, Spraying. 
Study of Spray Materials and Machinery — 

Diseases: Methods of Control, Spraying, Crop Rotation, 
Resistant Strains. 
Soils for Vegetables. 

Light warm soil for early vegetables, Loose soil for root 
crops, Muck soil for onions and celery. How is local soil 
adapted to vegetable growing? 



155 

February. 

Fertilizers for Vegetables. 

Even the richest soils must be fertilized with manure and 
chemical fertilizers to produce maximum crops of vegetables. 

Stable Manures: Value as Fertilizer, Composting, Time 
and rate of application. 

Commercial Fertilizers: Nitrogen, Phosphorus, Potas- 
sium. Sources, uses, rate of application and method of ap- 
plication. Green manures and Cover Crops. Use of Lime. 

Tools and Implements. 

Hand tillage tools and implements; Horse tillage tools 
and implements ; Care of tools. 
Planting-. 

Preparation of seed bed ; requirements for germination ; 
time of planting, method of sowing, broadcasting, hand sow- 
ing in drills, planting machines, planting distances. 

Transplanting. 

Objects of transplanting ; seed bed preparation ; when to 
plant; starting plants in greenhouse, hotbed, or window box; 
method of transplanting; hand methods; transplanting ma- 
chines; use of flats, pots and dirt bands; depth to trans- 
plant; watering and shading. 

March. 

Hotbeds and Cold Frames. 

Types of Hotbeds — Manure heated, Flue heated, Steam 
heated. Construction of Hotbeds — Pit hotbeds, Surface hot- 
beds. 

Location of Hotbeds — South side of building. 

Construction and Types of Cold Frames. Hotbed sash, 
mats, etc. Uses of hotbeds and cold frames. Care of hot- 
beds and cold frames. 

Tillage. 

Objects of Tillage — Conserve moisture, Make plant foods 
available, Kill weeds. 

Advantage of fall manuring and plowing, disking, harrow- 
ing, dragging, cultivation, maintain dust mulch ; weeding. 

Irrigation. 

Objects and Benefits, Furrow system, Hose applications 
in home garden, Overhead System. 



156 

April. 

Systems of Intensive Cropping. 

Companion Cropping, Succession Cropping. 
Marketing Vegetables. 

Types of Markets — Local special markets, Local general 
market, Distant general market. 

Preparation of Vegetables for Market — Harvesting, 
Method, time of degree of ripeness, etc. ; Washing and 
bunching, Grading, Packing, Types of Packages, Packing 
Sheds and Houses. Selling to Consumer, Establish a Route 
and definite clays of selling, market wagons. Rules of Pub- 
lic markets. Selling to Retailer, Selling to Wholesaler, Ship- 
ping, Commissions. 

May to September. 

Canning Vegetables. 

Vegetables adapted to canning. Harvesting and degree of 
ripeness. Preparing vegetables for canning, Canning Ap- 
paratus, Home outfits. Discuss in detail Commercial Out- 
fits, Containers, Methods of Canning at Home, Canning 
Clubs, Labeling, Laws relating to canned goods. Marketing 
canned vegetables. 

OUTLINE OF LABORATORY EXERCISES FOR COURSE IN 
VEGETABLE GARDENING FOR HIGH SCHOOLS. 

(36 Weeks and Summer Work.) 

Each student to have a garden of not less than one-tenth acre. 
Hotbeds to be made in school yard. Other gardening work to be 
done individually and each exercise reported in a written report 
or note book. Records to be kept of expenses, receipts, and pro- 
fits or losses. Two laboratory exercises per week. 

Laboratory Exercises. 
September. 

1. Visit a market garden in the vicinity and note how fall 
crops are handled, planting arrangement, soil and location. 
Get definite idea of small, average, and large yield of vari- 
ous crops, and of prices and costs of production. Have 
pupils figure profits to stimulate interest. 

2. Visit a few home gardens, noting size, soil, location 
assortment and arrangement of crops. 



157 

3. Visit markets and note assortment of vegetables, prices 
packages, and where they were grown. 

4. Visit another market garden or truck farm taking simi- 
lar notes as before and comparing the two farms. 

5. Harvest sweet potatoes and store some in school fur- 
nace room, also store squash and pumpkins there. (Get 
permission to harvest these crops on some farm and buy 
them in the field.) 

6. Select home garden site. Measure and describe lo- 
cation, soil, etc., and test soil acidity. 

7. Dig potatoes and root crops. If some one in the vicini- 
ty has special digging machinery visit his place. 

8. Make storage pits for potatoes and tender roots, such 
as beets, carrots, turnips. Buy these vegetables and make 
pits at school. Can be sold later when pits are opened. 

October. 

9. Make storage pits for cabbage. 

10. Make storage pits for hardy root crops. 

11. Remove all refuse from previous crops on garden site. 

12. Apply manure to garden site at rate* of at least 20 
tons per acre. 

13. Examine fertilizer distributors. 

14. Apply phosphate and potash fertilizers if necessary. 

15. Plow under manure. 

16. Study various garden seeds and identify them. 

November. 

17. Study garden seeds. 

18. Visit market gardens and note fall work. 

19. Make planting plans of a ten acre truck farm raising 
vegetables studied thus far. 

20. Make planting plans of these vegetables in the home 
garden. 

21. Open storage pits for Thanksgiving vegetables. 

December. 

22. Planting plans of' a market garden. Let student 
choose his own location, size of farm, crops, etc. Discuss 
plans submitted. 

23. Make planting plans of the student garden plots. 
Discuss various plans. 



158 

24. Adopt final plan of student home gardens and have 
each one copy this plan and follow it later. 

25. Open storage pits and examine stored vegetables. 

January. 

26. Determine amount of seed required for eacli home 
garden. See tables showing quantity of seed required per 
100 feet of drill, etc. 

27. Study seed catalogs, determine varieties, and order 
seed. 

28. Make Bordeaux mixture. 

29. Test Paris green and demonstrate methods of mixing 
arsenate of lead. 

30. Prepare germination test of seeds. 

31. Make drawings of preserved specimens of worst in- 
sect pests, such as striped cucumber beetle, potato beetle. 

32. Cutworms, squash bug, maggots, etc. 

33. Make drawings of specimens of important plant dis- 
cuses, such as club root cabbage, onion smut, downy mildew 
on cucumbers. 

February. 

34. Anthracnose of beans, leaf spot of tomatoes, etc. 
.'». r >. Prepare germination tables from seed tests. 

36. Study diseases. 

37. Examine wheel hues and their attachments, weeding 
machines, etc. 

38. Test seed drills on laboratory floor and examine other 
garden implements. 

39. Construct "flats" 3-16-22^ inches. Four flats per 
pupil. 

40. Construct indoor window boxes. Fill with prepared 
soil. 

41. Sow seeds of lettuce, cabbage, and tomatoes, in win- 
dow boxes, and sow celery in flats. Three flats for entire 
class. 

March. 

42. Make hotbeds. Place manure and set up hotbed 
frame and bank with manure. Might make one pit hotbed 
and one surface hotbed. Build hotbeds at school for entire 
class, and detail squads for daily care of hotbeds. Water- 
ing, ventilating. 



159 

43. Apply lime to home gardens. 

44. Put 4 inches of loam in hotbeds. Rake smooth. Re- 
pair sash if necessary. Put on sash and show methods of 
opening- for ventilation on leeward side. 

45. Each pupil plant radishes in one portion of hotbed. 

46. Plant asparagus roots and rhubarb in furrows 8 
inches deep. 

47. Visit market gardeners and note hotbed crops and 
preparation for spring. 

48. Mix soil for flats. Each pupil transplant h flat of 
head lettuce, and I flat of cabbage. Set plants 2 by 2 inches. 

49. Each pupil shift a flat of tomatoes 2 by 2 inches. Put 
flats in hotbed. Treat seed potatoes with formalin for scab. 

50. Disk, harrow and drag gardens. 

51. Plant radishes, spinach, lettuce seed, onion. seed and 
peas in home garden. 



April. 



May. 



52. Plant beets, carrots, parsnips, turnips. 

53. Plant potatoes, and onion sets. 

54. Transplant cabbage and head lettuce from flats to 
home garden. 

55. Shift celery seedlings to flats 2 by 2 inches. Three 
flats per student. Put flats in cold frame. 

56. Shift tomatoes to hotbed. Set plants 6 by 6 inches. 

57. Cultivate with a wheel hoe and hand hoe all crops 
that have come up. Plant later peas (wrinkled varieties). 

58. Cultivate all crops and study seedlings. Have im- 
planted portion of garden harrowed. 



59. Plaid string beans and sweet corn. 

60. Cultivate everything. Regin hardening off tomatoes 
in hotbed. 

61. Cultivate and weed and study seedlings. Harrow im- 
planted land. 

62. Transplant celery from flats to garden. Harvest 
radish, leaf lettuce and spinach. Bed sweet potatoes for 
slips in hot bed. 

63. Plant cucumbers, melons, lima beans, squash and 
pumpkin. 

64. Transplant tomatoes from hotbed to garden. 



160 

65. Cultivate everything. Harvest earliest crops. 

66. Thin and weed onions, beets, carrots, parsnips, tur- 
nips, etc. 

June. 

67. Harvest head lettuce, bunch onions, peas, etc. Finish 
thinning and weeding of root crops. 

68. Plant sweet potatoes in garden. 

69. Spray cucumbers and potatoes. 

70. Cultivate everything. 

71. Demonstrate canning outfits. 



ANIMAL HUSBANDRY. 
High School Course. 

(18 Weeks.) 

1. Definition and Importance of Animal Husbandry, Relation to 

agriculture. 

Demonstration Exercises: Judging draft horses. 

2. Types and Breeds of Horses. 

Draft horses, carriage horses, speed horses and other types. 
Demonstration Exercises: Judging draft horses. 
.'{. Breeds of Horses (Continued). 

Demonstration Exercises: Judging draft horses. 

4. Types and Breeds of Cattle. 

One-fourth of time to type and three-fourths to breeds. 
Demonstration Exercises: Judging draft horses. 

5. Types and Breeds of Swine and Sheep. 

One-fourth time to types and three-fourths to breeds. 
Demonstration Exercises: Judging draft horses. 

6. Livestock Breeding. 

Demonstration Exercises: Judging draft horses. 

7. Livestock Breeding (Continued). 

Demonstration Exercises: Judging light horses or driv- 
ing horses. 

8. Livestock Breeding (Continued). 

Demonstration Exercises: Judging saddle horses and 
other types. 
!>. Livestock Breeding (Continued). 

Demonstration Exercises : Judging beef cattle, fat cattle, 
breeding cows and bulls. 



161 

10. Composition of Plants and Animals and Influence of Foods on 

the Body. 

Demonstration Exercises: Judging beef cattle (Con- 
tinued) . 

11. Feeding Standards and the Calculation of a Balanced Ration. 

Demonstration Exercises: Judging beef cattle. 

12. Coarse and Concentrated Feeds and Their Value. 

Demonstration Exercises: Laboratory study of feeds. 

13. Care and Feeding of Horses. 

Demonstration Exercises: Judging fat and market hogs. 

14. Care and Feeding of Horses (Continued). 

Demonstration Exercises: Judging fat and market hogs. 

15. Care and Feeding of Fattening Cattle. 

Demonstration Exercises: Judging breeding sows. 

16. Care and Feeding of Brood Sow and Young Pigs. 

Demonstration Exercises : Judging breeding sows. 

17. Care and Feeding of Growing and Fatting Pigs. 

Demonstration Exercises : Judging fat sheep. 

18. Care and Feeding of Sheep. 

Demonstration Exercises: Judging breeding sheep. 

DAIRYING. 

Course in Agriculture for High Schools. 

I. Dairy Industry. 

A. Consideration of the early history of the dairy in- 
dustry; development of a special milk producing an- 
imal and the sources of milk in different countries ; 
from statistical reports make a study of the number 
of cattle in the United States and in Indiana ; the 
value of their product and its comparison with that 
of various other farm products; the amount of dairy 
products imported and exported by this country and 
a brief consideration of the highly-developed dairy 
countries of the world ; classification of the various 
methods of disposing of farm crops and its relation 
to conservation and to the maintenance of soil fer- 
tility. ' 

II. Breeds of Dairy Cattle. 

A. Study the major and minor dairy breeds ; their na- 
tive homes and history ; date and extent of importa- 
tion into the United States, the dairy characteristics 

11—3385 



162 

of the various breeds and the advantages and disad- 
vantages of each ; the location of the pure breeds of 
dairy cattle in the United States and in Indiana ; 
classify a record cow of each of the four major dairy 
breeds, both with respect to milk and fat production. 

III. Dual-purpose Cattle. 

A. Definition of the term, "dual-purpose" and its ap- 
plication to a type of cattle ; classify the breeds and 
the history of each, that are capable of producing 
both beef and milk; the extent of this type of cattle 
in the United States and in Indiana; the considera- 
tion of the conditions necessary for the successful use 
of this type of individual ; discuss the advantages and 
disadvantages of using this type of cattle in a dis- 
trict especially adapted to the production of either 
beef or milk; classify the home herd of cattle with 
respect to breeding and major production. 

IV. Breeding. 

A. History of the development of the improved strains 
of cattle and the lasting influence exerted by certain 
noted breeders ; prepare a pedigree estimating the in- 
fluence exerted by various individuals contained 
therein; special value of pure bred stock; use of the 
pure bred bull in grading up a herd ; relation of 
record keeping to systematic breeding; estimate the 
number and breed of pure bred cattle in the neighbor- 
hood. 

V. Feeding. 

A. Discuss the purpose of feeding, composition of feeds, 
both from the standpoint of their physical and chem- 
ical composition ; discuss the various characteristics 
necessary for an ideal ration; have pupils prepare a 
ration for milk cows, dry cows and heifers, placing 
special stress upon the amount consumed of the dif- 
ferent feeds by the various classes of cattle. 

VI. Compound Rations. 

A. Definition of the terms, protein, carbohydrates and 
fat, balanced ration and nutritive ratio ; discussion 
of the physical properties of a ration such as palata- 
bility, bulk and succulence, concentrates and rough- 



163 

age ; and explanation of the meaning of feeding 
standards and the method used by the various in- 
vestigators in expressing the qualities of a successful 
ration ; from the ration suggested in previous period, 
have pupils determine nutrients contained therein; 
have records kept of feeds consumed and milk pro- 
duced from these rations when fed to home herds. 

VII. Comparison of Dairy and Grain Farming. 

A. Have pupils report on the amount of the various 
crops grown upon the home farm also the number of 
cattle kept ; discuss the advantages and disadvantages 
of feeding all crops grown in comparison with the 
system of disposing of all crops immediately after 
harvest; observe conditions of soil fertility on the 
two classes of farms, noting, also, the equipment 
needed in operating the two types of businesses. 

V1JI. Care and Management of Dairy Cattle. 

A. Discuss conditions most favorable for maximum milk 
production with special reference to rations, com- 
fortable surroundings and moderate temperature; 
note the season of the year that largest milk flow is 
usually obtained and analyze conditions usually prev- 
alent at that season of the year; consider methods 
of supplying similar conditions during the remaining 
months of the year; have pupils report in regard to 
methods of housing and handling cattle on the home 
farm ; advantages and disadvantages of each ; equip- 
ment and method of supplying water; amount of 
pasture available ; types of fences ; shelter and shade 
considering the desirable and undesirable factors of 
each. 

IX. Care of Milking Herd. 

A. A review of the proper methods of feeding and milk- 
ing; collect figures from pupils in regard to the size 
of the production of the herd on the home farm, aver- 
age length of lactation period; discuss the value of 
individual feeding for dairy cows ; regularity in milk- 
ing and feeding and general sanitary precautions; 
the importance of growing heifer calves and I he 
methods of feeding heifers and drv cows. 



164 

X. Care of Growing Stock. 

A. Various methods of feeding calves; average birth 
weight of the various breeds and age of weaning ; 
standard method of feeding calves and cost until six 
months of age; importance of growing dairy heifers 
• and its influence on improving the quality of the milk- 

ing herd; housing and cost of growing dairy heifers. 

XL Daily Record Keeping. 

A. Have pupils prepare blanks designed to keep an ac- 
curate record of the milk produced and feed consumed 
by the various individuals that constitute the home 
dairy herd ; also blanks for time employed in caring 
for herd; monthly summary sheets showing profit or 
loss, both feed and labor and returns for each dollar 
invested ; pedigree blanks and tables for the recording 
of gestation periods. 

XII. Dairy Barn Construction. 

A. Discuss the essentials of dairy barn construction such 
as convenience, comfort, ventilation, light and cost; 
explain the types of barn such as the combination de- 
signed for the housing of cattle and horses, dairy barn, 
feed storage above, single story barn and roof barn; 
materials used in barn construction and dimension of 
frame; include a discussion of the silo and its rela- 
tion to a properly arranged barn ; have pupils pre- 
pare plans of barns used at home ; have them rear- 
range same in accordance with previous discussion. 

XIII. Milk Room Construction. 

A. Discuss the needs of a milk room for the handling of 
dairy products ; size and location of the milk room for 
the average farmer ; materials used for construction ; 
the importance of certain types of equipment such as 
the cooler, aerator, boiler, washing vats and rack for 
can and buckets, separator, milk scales, milk sheet and 
rack for Babcock samples. 

XIV. Dairy Sanitation. 

A. Discuss factors instrumental in the production of 
sanitary milk and its relation to public health with 
special reference to the influence exerted by the con- 
ditions of barn, milker, method of handling milk and 
the cleaning of utensils ; explain the essentials and 



165 

nonessentials of the average sanitary regulation and 
impress, especially, the necessity for careful applica- 
tion of sanitary methods in the production of dairy 
products. 

XV. Cream Separation. 

A. Explain the principles involved in the various meth- 
ods of cream separation, namely, shallow pan, deep 
setting, water dilution and centrifugal machine ; have 
pupils report concerning types of separators in use 
at home ; make a collection of illustrations of the 
various types of separator bowls; explain principles 
involved in the separation of cream through the use 
of a detailed drawing of one of the standard makes of 
separator bowls. 

XVI. Buttermaking. 

A. Explain the principles involved in churning cream 
and the extent of its use in manufacture ; care of 
cream both with respect to sanitary surroundings and 
temperature ; various types of churns both for farm 
and factory buttermaking; make a collection of illus- 
trations of various types of churns; give complete 
instructions in regard to buttermaking from the time 
the milk is drawn from the cow until the butter is 
disposed of. 

XVII. Diseases of Dairy Cattle. 

A. Discuss the influence of milk produced by diseased 
cows upon the health of the consumer; common dis- 
diseases of dairy cows and home methods of treat- 
ment ; discuss methods of controlling or preventing 
diseases also method of determining tuberculosis in- 
fection. 

XVIII. Review of Term's AVork. 

COURSE IN POULTRY. 
For High Schools. 

(18 Weeks.) 

This outline is based on three hours per week lectures, and two 
to four hours per week laboratories, for 18 weeks. It will probably 
be more applicable to upper classmen in the High School although 
it can be easily worked out to fit the needs of Freshmen. 



166 

1. Recitations. 
First Week — 

Recitations 1 to 3: General consideration of the poultry indus- 
try with its advantages and disadvantages, scope, opportu- 
nities, and combinations with other lines of agriculture. 
Local conditions studied with a view to suggesting improve- 
ments later in the term. The requirements of a successful 
poultryman. Conditions under which poultry should be 
developed, to be followed by carefully worked out bibliog- 
raphy. 

Second Week — 

Recitations 4 to 6: Nomenclature of bird; class, breed and 
variety characteristics, from both fancy and utility stand- 
points, with the hope of learning the reason for classifying 
birds and seeing the small detail parts of each kind. Charts 
and drawings to accompany this. 

Third Week — 

Recitation 7 : Age, sex, and vigor. How to select the layer. 
The indications of age and sex and the strong and weak 
vitality characteristics. How these affect the points of se- 
lection of breeders and layers. Pelvic bone test for layers. 

Recitation 8 : Mating up birds for fancy and utility purposes. 

Recitation 9 : Origin and history of a few important breeds. 

Fourth Week — 

Recitation 10 : Continuation of recitation No. 9. 

Recitations 11 and 12: Housing. Principles of poultry house 
construction illustrated by laws of physics. Kinds of com- 
mon lumber on the market. 

Fifth Week — 

Recitations 13 to 15 : Housing. Prices of lumber, how to figure, 
measure and cut. Location of house, details concerning size 
and shape. Visit lumber yard. 

Sixth Week — 

Recitations 16 to 18: Housing. Details concerning walls, roof, 
roofing materials, floors and problems on cost of constructing 
same. 

Seventh Week — 

Recitations 19 to 21 : Housing. Interior arrangements, equip- 
ment and appliances. Elementary work on concrete mixing. 
Advantages and disadvantages of different types of houses. 



167 

Eighth Week — 

Recitations 22 to 24 : Feeding ; the things upon which possible 
egg production depend. Fundamentals of feeding. Defini- 
tions of food elements. Use or purpose. Where and how 
found and supplied. 

Ninth Week — 

Recitations 25 to 27 : Feeding ; different feeds and their uses. 
What a ration is. How it is figured. Essential of a ration. 
Influence of age, breed, season, purpose, environment, etc., 
and a laying ration. 

Tenth Week — 

Recitations 28 to 30 : Feeding ; figuring out rations. Fattening 
poultry. Purpose of. Where the profit is. Rations. Meth- 
od of feeding. 

Eleventh Week — 

Recitations 31 to 33 : Marketing poultry. Methods of killing, 
picking, and packing and shipping poultry. Abuses of same 
on the farm. Seasonal prices and their influence on profit. 

Twelfth Week — 

Recitations 34 to 36 : Marketing eggs. Conditions in the State. 
Methods now in vogue. Remedies. Grading, candling, test- 
ing, causes of bad eggs. How to improve quality. 

Thirteenth Week — 

Recitations 37 to 39 : Incubation, natural and artificial. How 
to set a hen and feed her. Principles of incubation. Ad- 
vantages and disadvantages. How to buy or construct. 
Heating and ventilating principles. 

Fourteenth Week — 

Recitations 40 to 42 : Incubation, natural and artificial. How 
to set up. Rules for running. Development of chick in the 
egg. Testing. 

Fifteenth Week — 

Recitations 43 to 45 : Brooding, natural and artificial. Caring 
for chicks with the hen. Building a large and small brooder. 
Comparative costs. How to eare for chicks. Regulation of 
heat. 

Sixteenth Week — 

Recitations 46 to 48 : Diseases. Caponizing. Principles of san- 
itation and influence upon health. How to prevent disease. 



168 

Common diseases and their symptoms. Causes and cures. 
How and when to eaponize. 
Other weeks not suggested are for the use of tests, reviews, etc. 

(2) Demonstration Exercises. 

1. Trip to neighboring flocks. 

2. Class characteristics. Nomenclature. Birds should be brought 

into laboratory and students supplied with a key with which 
to indentify the different classes, by their characteristics. 

3. Breed characteristics. Differences in shape. Pupils should be 

supplied with a key giving breed characteristics. It is advis- 
able to ask the pupil to name the class with the breed and 
thereby review the previous week's knowledge. 

4. Variety characteristics. The key giving the different variety 

characteristics should be available, and students asked to 
name, the class and breed along with the variety. 

5. Drawing of good and bad specimens of different kinds of feath- 

ers and the different kinds of single aud rose combs, etc. 

6. Age, sex, vigor, and pelvic bone test. Students asked to give 

the age of the bird, its sex, and whether strong, fair, or weak 
in vitality. Pelvic bone test should be used to determine 
whether or not the hens are laying at that time. 

7. Review of preceding laboratory periods without the use of 

notes. 
8-10. Building feed hoppers, trap nests, catching hooks, and a 
fattening crate. 

11. Identifying feeds. Naming their uses by means of a key. 

12. Mixing feeds for different purposes. 

13. Drawing and naming parts of raw egg, broken on a saucer, 

and a boiled egg cut longitudinally. 

14. Testing and grading eggs for commercial purposes. 

15. Comparative judging of eggs. 

16. Examining and measuring an incubator. 

17. Examining and measuring a brooder. 

18. For any loss that may occur. 



169 

FARM MECHANICS. 
For High Schools. 

(18 Weeks.) 
(Three class and two laboratory periods per week.) 

I. Rope Work (Demonstration Practice). 

1. Equipment — 

18 feet of 1/2 inch rope for each student. 

2. Exercises — 

Whipping or seizing end of rope. 

Coiling and uncoiling end of rope. 

Square knot. (Distinction between square and granny 

knot.) 
Weavers knot. 
Hitching tie. 
Halter tie. 
Single bowline. 
Double bowline. 
Emergency trip. 
Clove hitch or millers knot. 
Black wall hitch. 
Review of knots. 
Crown splice. 
Eye splice. 
Short splice. 
Rope halter. 
Long splice. 

II. Soldering. 

1. Equipment — 

Blow torch, gasoline heater or charcoal pot. 
Soldering copper, tin snips and an old file. 
Solder, powdered sal-ammoniac and soft brick. 
Muriatic acid and scrap zinc and damp waste. 

2. Exercises — 

Prepare the soldering flux. 

Dissolve scrap zinc in muriatic (hydrohloric acid). 

Tin the copper (coat the point with solder). 

Practice soldering two strips together. 

(All parts to be soldered must be thoroughly cleaned 

and soldering flux spread freely over the parts.) 
Repair a tin or copper vessel which leaks. 
Make a tin box or funnel. 



170 

III. Corn Planters. 

(A comparative study should be made on two planters.) 

1. General Study of Parts — 

(a) Frame, rigidity, durability, and oiling devices. 

(b) Furrow openers: 
Type-advantages and disadvantages 

Distance apart of openers, convenience and range 
of movement. 

(c) Plates: 

How driven — movement continuous or intermit- 
tent. 

Method of changing number kernels to hill. 

Adjustment necessary to change from checking to 
drilling. 

(d) Valves in shank: 
Number of valves — object. 

(e) Wheels: 

Type (solid, open or double) height. 

(f) Wire reel: 

Method of driving reel. 

2. Calibration of Planter — 

Select a plate which will give the highest efficiency with 
corn at hand. Test planter for 300 hills and count 
number hills of 1, 2, 3, and 4 kernels. 

IV. Binders. 

1 . A comparative study of two or three binders — 

a. Frame — Rigidity, durability, provision for taking up 
wear, oiling devices, folding of dividers and convenience of 
levers. 

b. Size — Width of cut. Width of cutter bar. 

c. Wheels — Master wheel, height ; roller bearings. Grain 
wheel, bearing; provision for raising binder at grain wheel. 

d. Bearings — Bearings on counter shaft, crankshaft, 
roller. Self-aligning or rigid. 

e. Chain — Material used in construction. 

f. Reel — Number slats. Provision for keeping it level. 

g. Transfer trucks — Type, convenience, 
h. Conveniences. 

2. Study of binding attachment — 

a. Clutch — Purpose, durability, tinie works. 



171 

b. Trip — Purpose; adjustable, why? Independent of 
compressor. 

c. Compressor — Purposes, adjustment. When is adjust- 
ment necessary? 

d. Needle — Material used in construction. Is eye rein- 
forced with steel piece? 

e. Knotter — The mechanism having to do with the tying 
of the knot. How driven? How is bill hook driven? Is 
there a device for stripping the cord from the bill hook? 
How is twine disc driven? Is knife stationary? Is it easily 
removed for sharpening ? 

V. Ensilage Cutters — 

1. A comparison of two or three ensilage cutters. 

Attempt to study two types. A radical cutter and a 
cylinder type cutter. 

a. Type of Cutter — (radical or cutter head). Size. 

b. Adjustments — Is cutter head adjustable, are knives 
adjustable on cutter head? Is sheer plate adjustable? 

c. Knives — Thickness — ease of removing for resharpen- 
mg. How is length of cut varied? 

d. Rollers — Number, width. Will upper roller adapt it- 
self to keep even grasp on material during heavy and light 
feeding? 

e. Blower — Number fans, diameter of blower pipe. 

f. Shafting — -Diameter of cutter head and lower shaft. 
Type of bearings, length of bearings. 

g. Rated speed — Rated capacity. Power required, 
h. Safety appliances. 

VI. The Mower. 

1. Measure diameter of driving wheel — 

Count the number of revolutions of the crank for one 
revolution of the driving wheel. 

How many strokes of the sickle per foot of ground passed 
over? 

Note if pitman is correct length. 

At extreme positions of the sickle the sections should be 
at the center of the guards. 

What provision is made to keep cutter bar in alignment 
with pitman? 

Why should provision be made to tip the guards upwards 
or downwards? 



172 

How is the draft applied? 
How is it thrown out of gear? 
Is it roller or plain bearing? 
Has it a vertical lift ? 

Does the sickle have sliding contact on the ledger plates? 
Why is this necessary for good cutting ? 
VII. The Gasoline Engine. (Select a four cycle engine.) 

The student should be provided with several manufac- 
turers' catalogues. 

1. Examination of Engine as to horse power and speed — 

Study the strokes in order: 1st, charging; 2d, compres- 
sion ; 3d, power ; 4th, exhaust. 

Why is it called a four cycle engine? 

How frequent are the power strokes? 

Next examine the ignition. Is it by a jump spark or by 
a make and break ignitor? Investigate the two systems. 

What provision is made to prevent excessive speed? 

Is it a throttling or a hit and miss governor? 

2. Starting the Engine — 

Every engine has its individual peculiarities. 

Notice whether it has a relief cock or a starting cam 
which part of the time holds the exhaust valve from its seat. 

A rich mixture is necessary for starting, so throttle the 
in-going air by means of the damper in the air pipe. 

If a starting crank is used be careful not to let it slip 
on the shaft or be thrown from the hand. 

The current for ignition may be supplied by batteries 
(wet or dry), by a high speed, friction driven direct current 
magneto or by a slow speed gear driven alternating current 
low tension magneto which is built-in as part of the engine. 
This type has no coils or switches and is only used with 
make and break ignition. 

A coil is necessary with batteries or a high speed magneto. 

If a jump spark is used the current may be supplied by 
a high tension magneto as in automobiles, but usually bat- 
teries or the high speed friction driven direct current mag- 
neto will furnish the spark. 

Since different makes of engines have their peculiarities, 
the directions sent by the makers should be carefully read 
and the parts identified before attempting to start the 
engine. 



173 

VIII. Farm Structures. 

1. Barns — 

(a) Visit a lumber yard and learn about stock sizes, 
grades, and kinds of timber used in your locality, also know 
how to reduce all sizes to board feet. 

(b) Examine different types of barns and if possible com- 
pare a heavy timber framed barn with a newer light timber 
barn. Select some good type of barn and make careful 
measurements of materials used. 

(c) To determine the space necessary for animals. 
(Members of the class should be assigned specific measure- 
ments) . 

Measure the width of six horse stalls in the neighborhood. 

Measure the length of six horses and allowing five feet 
from the heels to the wall, determine the least possible dis- 
tance there should be between a manger and the wall. Make 
the same measurements for cows. 

Measure the space (width and length) occupied by differ- 
ent breeds of hens when roosting. 

Note the height and width of door required to admit a 
canopy surrey — Then with ruler and pencil lay out a floor 
plan of a barn to accommodate some definite number of 
animals and a surrey. 

2. Other Buildings — 

First determine the prevailing winds in your locality and 
place the dwelling house so that it will be free from odors, 
then with convenience in mind locate the barns, dairy, hog 
sheds, poultry houses, silos, etc. 

IX. Farm Sanitation. 

1. Reference: 

Iowa Bulletin, "Sewage Disposal For Private Homes." 
Wisconsin Bulletin, "Sewage Disposal For Rural 

Homes. ' ' 

"Rural Hygiene" by Ogden, Macmillan Pub. Co., New 

York. 

2. The Water Supply. 
Pumping Systems. 
Storage Systems. 

3. Demonstration Exercise — 

a. Planning Water Systems. 



174 

4. Plumbing for the country home. 
Lighting, heating, ventilation. 

5. Demonstration Exercise — 

a. Planning a Septic Tank and Sewage Disposal System. 

X. Farm Drainage. (Demonstration and Practice.) 

1 . References on Drainage : 

U. S. Farmers Bulletin No. 187 and No. 524. 
Michigan Special Bulletin No. 56. 
Wisconsin Bulletin No. 229. 

"Practical Farm Drainage" by Elliot, pub. by John 
Wiley & Sons, New York. 

2. Equipment — 

One Farmer's Drainage Level. 

One Target, one Surveyor's Tape. 

One Drain Digger's Spade. 

One Dirt Shovel. 

One Drain Scoop or Cleaner. 

One Tile Hook. 

Samples of Drainage Tile. 

3. Class and Demonstration Exercises — 

a. Tools and Equipment necessary in Drainage. 
Laying out the Drainage System. 
Leveling and Grading Tile Drains. 
Capacity of Tile Drains. 

Cost of Tile Drainage. 

b. Finding the available fall by use of level. 

c. Digging the ditch. (How to use the various tools to 
best advantage and digging to the proper grade by use of 
cross-bars and tight line.) 

d. Laying the Tile (by hand and by tile hook.) 
Priming the Tile. 

Filling the Ditch. 

XI. Cement. 

1. Construct nine moulds eight inches long, four inches wide 
and two inches deep. Fill three moulds with a mixture of 1 part 
cement, 2 parts sand and 25% water. Fill three more with a mix- 
ture of 1 part cement, 4 parts sand, 25% water. Fill other three 
moulds with a mixture of 1 part cement and 1 part sand with 
25% water. Allow to remain in the moulds for 48 hours. Wet 
every day for three weeks; allow to dry for one week and then 
make a comparative study of the strengths. 



175 

2. Other students may use different mixtures and the entire 
class study the strengths of all the mixtures. 
Good mixtures to study are, 



Cement. 


Sand. 


Gravel. 


Parts. 


Parts. 


Parts. 


1 


1 


1 


1 


2 


2 


1 


2 


3 


1 


2 


4 


1 


3 


4 


1 


3 


5 


1 


3 


6 


1 


3 






3. Concrete Hog Trough — 

Take a common 1 inch by 8 inch board, cut off two pieces each 
1 foot long and two pieces each 4 feet long. Nail them together 
so that they form a sort of box, minus a top and bottom. Do not 
drive nails clear in as it is necessary that they be easily removed. 
Place this form on a piece of tin, zinc or any finished surface with 
a solid foundation. 

Mix up a batch of concrete one part cement, two parts sand and 
three parts gravel with about fifteen per cent water by volume. 
Place enough in the form to make the bottom of the trough about 
1 1/4 inch thick after it is well tamped; now by adding a little 
concrete at a time mould the sides and ends of the trough. The 
walls or sides of the trough should be about 1 1/2 inch thick at 
the top and two inches at the bottom with rounding corners. Go 
over the walls with a trowel until quite compact. After the con- 
crete has started to stiffen up, which will take about twenty min- 
utes, mix up a batch of neat cement and 50% water, by volume, 
and plaster the inside of the trough with a coat about an eighth of 
an inch thick. Smooth this up and allow the trough to set until 
the next day. Then give it a good soaking with water. On the 
second day the form may be removed. Wet the trough each day 
for about two weeks. 

T i proportioning, consider the amount of gravel the same as 
the amount of concrete in the finished trough and add the sand 
and cement in their respective ratios. Mix three times dry and 
twice wet. If air slacked lime is present the mixture may be 
benefited by using about 5%. 



176 

XII. Section of Sidewalk. 

Students should work in groups of four. Each group 
being expected to put in one section of walk. 

1. Establish Grade Line — 

Drive grade stakes every 30 feet. Mark stakes showing 
top line of intended walk. 

Stretch a cord between these marks. 

Construct forms using 2"x4"'s placed edge-ways with 
the upper edge in line with cord on grade stakes. 

Make 2" x 4" 's solid by driving stakes along the outside of 
them and nailing fast. 

Level off ground inside of forms, and tamp well, so that 
it is level with the lower edge of the form. 

Use 1-2-4 mixture with 20% water for lower three inches 
or the base of the walk. Tamp until very solid. For the 
top coat or upper one inch, use a 1-2 mixture with 30% 
water. 

Level off with straight edge so that it is flush with the 
tops of the forms. 

When the top coat begins to "come up" or set it may be 
finished off with a trowel and divided into sections not more 
than four feet square. The edges of these may be finished 
with edgers and groovers. 



OUTLINES FOR THE CIVICS AND AMERICAN HISTORY 

COURSES. 

The following outlines were made out by a Committee of the 
History Section of the Indiana State Teachers' Association, which 
included: Professor Beverley W. Bond, Jr., Purdue University, 
Chairman ; Miss Beatrice Jones, Evansville High School ; Profess- 
or F. S. Bogardus, State Normal School; Professor L. H. Gipson, 
Wabash College, and Mr. Harry W. Wood, Manual Training High 
School, Indianapolis. The conclusions of the committee were sub- 
mitted to a number of qualified persons both in Indiana and other 
States. For their very helpful criticisms, which have been em- 
bodied in the final report, the committee is greatly indebted. 

The omission of outlines for European History has not been 
because of the belief that this important subject should be ignored, 
in the Vocational Curriculum. But there is very special need for 
the adaptation of the usual courses given in Civics and American 
History to the demands of the Vocational work. The course out- 
lined for Civics is designed to meet the needs of students taking the 
general course in the Rural High School as well as those who are 
specializing in Vocational subjects. For American History it would 
be advisable to organize a special class for students majoring in 
Vocational work, and the outline has been drawn up with that end 
in view. Where such a policy is impossible, the outline may easily 
be modified to the needs of the general course. 

In the use of the outlines, careful planning by the teacher is 
very necessary. All the suggestions cannot be utilized in the time 
usually given to Civics and American History, and before either 
course is undertaken there should be a thorough review of the sub- 
ject by the teacher. The outlines suggest a number of references to 
aid the teacher in securing the necessary background. 

The outlines emphasize the use of a reference library. But to 
many teachers financial consideration will seem to make impossi- 
ble the purchase of even the minimum references given. This dif- 
ficulty can be and has been solved in many schools. Many of the 
references mentioned in the Civics course can be had for the asking. 
Again, the State Library offers to lend reference books for a lim- 
ited time. Details of the conditions, and lists of the books available, 
can be had by application to the State Library, Indianapolis. Also, 
many wide-awake teachers, by interesting students and their par- 
ents, have collected the necessary funds to secure needed reference 

12—3385 (177) 



178 

books. Especial attention is called to the work of the Virginia Co- 
operative Educational Association which in 1912-1913 collected 
$65,000.00 for various improvements, including libraries, in the 
rural schools. By addressing the Association at Richmond, Va., 
bulletins regarding the methods used can be obtained. 

In conclusion, the outlines have been prepared in the hope that 
they will serve as a series of practical working suggestions for the 
teacher of Civics and American History in the Rural and the Agri- 
cultural High School. 

BEVERLEY W. BOND, Jr., 
Chairman of Committee on the Correlation of History and Civics 
with Vocational Courses. 

Purdue University, March 29, 1915. 

(The following outlines are endorsed by the State Supervisor of 
Agricultural Education, who frequently consulted with Dr. Bond 
while the outlines were in preparation.) 

OUTLINES OF THE CIVICS COURSE. 

Standpoint : To secure satisfactory results, it is essential that 
the teacher grasp, and constantly keep in mind, the aims of the 
Civics course. The awakening of the pupil's interest in the varied 
political, economic, and social problems of the day, should be merely 
a preliminary step in arousing a realization of the duties and re- 
sponsibilities of the individual citizen. This aim cannot be too 
greatly accented, for, if it is disregarded, the course will fail to 
secure really practical results. Nor should the community point of 
view be disregarded, while the present widespread interest in coun- 
try life demands that emphasis be laid upon the rural aspect of the 
problems considered in the Civics course. In short, the course 
should be practical, not bookish ; and political, economic and social, 
rather than historical. The very importance of the Civics course 
makes all the more necessary a strict attention to its aims. The 
majority of the pupils will not continue to the College or Univer- 
sity, yet if the real purpose of the Rural High School, to train good 
citizens as well as good farmers, is realized, the pupils must have 
an understanding of public questions. This need the Civics course 
is designed to fill. Probably there should be a separate course in 
elementary Economics, but this is impossible under existing condi- 
tions, and the Civics course must suffice for both government and 
economics. 



179 

Course: In mapping out the course the teacher must always 
consider the preparation of the pupils, the library facilities, and 
the time devoted to Civics. Usually, instruction in elementary 
Civics has already been given in the grades, but the library is woe- 
fully deficient. The references suggested are cheap and adapted to 
the purpose, and the time allowed for Civics has already been sug- 
gested. Nevertheless, in many cases the detailed suggestions in this 
pamphlet cannot be fully carried out, and before taking up the 
course, the teacher should definitely determine just how much work 
can be done under existing circumstances. In general the Civics 
course should include two divisions: First, the political; there 
should be a definite knowledge of the structure and operation of 
government in its several spheres, local state and national. Special 
emphasis should be laid upon local, and primarily rural govern- 
ment, a subject which has been altogether too greatly neglected in 
the schools. Naturally, in a Rural High School, rural government 
is of special interest to the community, and should therefore be 
accented. Yet great caution must be employed to give life to this 
section of the course. Stress should be laid upon the actual opera- 
tion of the government, rather than upon a mere dry summary of 
various political powers and theories. Second, the economic and 
social: The Civics course should include a survey of the chief 
economic and social problems of interest to the citizen, especially 
those of rural life. The consideration of these problems, also, 
should emphasize the practical rather than the merely theoretical 
standpoint, and this may be done by concrete illustrations, empha- 
sizing always the responsibility of the individual. But while rural 
problems are to be accented, other broader matters of state or 
national significance should not be neglected; otherwise the pupil 
becomes altogether too provincial. 

While the Civics course is naturally divided into the two divi- 
sions just noted, no attempt has been made in these outlines to 
mark out a strict distinction between the two. Some authorities 
may consider an exact division necessary, but it has seemed best to 
combine the two divisions of Civics throughout the course. Wheth- 
er this plan shall be strictly followed each teacher must determine 
with due regard to actual working conditions. 

Method : Although it is not probable that all of the following 
suggestions can be utilized, at least a part should prove adaptable 
to local conditions. 

1. The text-book should form the basis of the course, but much 
discretion must be displayed in its use. Assignments should be pro- 



180 

portioned to the relative importance and the difficulty of the topics 
included. Difficult points should be carefully explained by the 
teacher, using concrete and contemporary illustrations. The quiz 
must not degenerate into a mere dry recital of facts but should be 
designed to keep up the interest, and to bring out practical applica- 
tions of the topics discussed. Excellent hints for the quiz are 
given in the text-book ; Garner, Government in the United States. 

2. The text-book should be supplemented by library work. In 
assigning this work, it is best to give definite topics and specific 
assignments. The pupils should also be required to work out an 
outline of their reference work, or else to write papers, which may 
be presented to the class, although such reports should not be 
allowed to encroach upon the time necessary for other parts of the 
course. Always a well arranged note-book, kept by topics, should 
be required. 

3. In addition to the library references, a limited amount of 
work may be assigned in charts and maps. The charts are especial- 
ly valuable for illustrating local government by statistics and com- 
parison. A state map and a county map may be used to illustrate 
numerous facts, such as the distribution of crops, industries, etc. 
For a map of Indiana, see the one published by Rand, McNally & 
Co., 25 cents. From it an enlarged county map can readily be 
drawn. 

4. An excellent aid to the Civics course is a discussion of cur- 
rent topics, either weekly, semi- weekly, or monthly, as time permits. 
In these discussions the other work of the course should be brought 
out, and the student should be encouraged to take part. Often a 
part of this work may be assigned to an individual, as, one pupil 
may be asked to give a summary of state, another of national legis- 
lation. Certainly, the more work the students do for themselves, 
the more successful will any discussion of current topics prove. 

5. Another helpful means to arouse interest is to encourage the 
formation of debating clubs. The subjects considered should never 
be mere pedantic questions, but live public problems, preferably of 
current interest. For example, a proposed new road, the appoint- 
ment of a new health officer, a new court house, or the proposal for 
a new state constitution, would be topics of great interest, and inci- 
dentally such discussions would be of great aid to the Civics course. 

6. Very similar to the debating club is a plan which has been 
successfully used by many teachers; to organize the class occasion- 
ally into a meeting of a political body, such as the County Council, 
the Advisory Board, the Board of Education, the Circuit Court, the 



181 

two houses of the State Legislature or of Congress. By adopting 
the procedure, and considering the questions likely to come before 
these bodies, much interest will be aroused and the students will 
understand the functions of the organizations whose procedure has 
been adopted. 

7. Another expedient to arouse interest is to take some practical 
problem of local interest and to work it out. Numerous problems 
may be found such as ; the beautification of the school yard, the 
planting of trees on the roadside, the clearing of fence corners along 
the roads ; in short any problem that will prove of practical value. 
Such work will teach the "community" spirit, and will arouse the 
interest and co-operation of parents if it is tactfully undertaken. 

8. Another effective means of securing practical civic work is 
the organization of Boy Scouts or of Junior Civic Leagues. Or else 
the parents may be included, and Civic Leagues formed, similar to 
the ones in Virginia which have done so much for the improvement 
of Rural High Schools. For hints as to the work of such leagues, 
write the Virginia Co-operative Educational Association, Rich- 
mond, Va. 

Text: The Civics text adopted by the State Board; Garner, 
Government in the United States, with Davison, Government in 
Indiana, is used as the basis of the course. 

References — 

Beside the text-book a good working collection of references is 
necessary in order to follow out these suggestions. The following 
is by no means an exhaustive list of references, but it is a practical 
one and has been chosen with care. The prices are usually net. 

I. Statistics. 

1. Abstract, 13th U. S. Census, with Indiana Supplement. Es- 
pecially valuable, easily used and should be in every High School 
Library. Free from Congressman. 

2. Biennial Report of Indiana Department of Statistics. This 
report gives the general statistics necessary to supplement the work 
on Indiana government. Free from Department of Statistics, In- 
dianapolis. 

3. Statesman's Year Book, Macmillan, $3.00, or, 4, American 
Year Book, Appleton's, $3.00. Of these two, No. 3 is useful for 
statistics of foreign countries as well as the United States ; No. 4 is 
the more useful and, besides American statistics, contains a wide 
variety of topics useful in the Civics course. 



182 

5. A good almanac, preferably the World Almanac, Press Pub. 
Co., cloth, 50 cents. The World Almanac, beside statistics, gives a 
convenient summary of important current legislation. 

Whichever of the statistical references is chosen, it is important 
always to keep on hand the current volume. Back numbers, if pre- 
served, will often serve as useful references. 

II. Economics. 

1. Burch and Nearing. Elements of Economics. Macmillan, 
$1.00. One of the best and most comprehensive elementary Eco- 
nomics, and well adapted for reference work in a Rural High 
School. 

2. Carver, Principles of Rural Economics. Ginn & Co., $1.30. 
Also an important and really an indispensable reference. 

3. Fairchild, Rural Wealth and Welfare. Macmillan, $1.30. 
Though not of recent date this is an interesting and clear presenta- 
tion of rural economic problems. 

4. Gillette, Constructive Rural Sociology. Sturgis & Walton, 
$2.00. A valuable and practical book, possessing the special merit 
of presenting the subject from the most recent standpoint. 

5. Powell, Co-operation in Agriculture. Macmillan, $1.50. Dis- 
misses an important phase of Rural Economics and includes Rural 
Credits. 

III. Political Science. 

1. Beard, American Citizenship, Macmillan, $1.00. A thor- 
oughly up-to-date and practical reference, combining the sociologi- 
cal and political point of view in excellent fashion. 

2. Debaters' Handbook Series, H. W. Wilson Co'. Send for list 
of this series which is of special value for ready reference. Two 
numbers of much importance are: Phelps, the Referendum and 
Initiative, and the Recall, $1.00 each. 

3. Dole, The American Citizen. D. C. Heath & Co., 80 cents. 
A reference of much practical value with a general discussion of 
economic and political problems. 

4. Dunn, The Community and the Citizen. D. C. Heath & Co., 
75 cents. A little book specially to be commended as written from 
the community standpoint, and accenting the duties and obligations 
of citizenship. 

5. Nida, City, State and Nation. Macmillan, 75 cents. A re- 
cent book which emphasizes the community point of view, and is 
written in a simple style. Exceedingly valuable. 



183 

6. Van Hise, Conservation of the Natural Resources of the 
United States. Macmillan, $2.00. A most inspiring and informing 
book, opening up to the reader a broader horizon. 

7. The references given by Garner are valuable, probably the 
most useful being Bryce, American Commonwealth, abridged edi- 
tion, revised. Macmillan, $1.75. This reference is heavy and rather 
difficult except for the more advanced students. 

IV. Miscellaneous Aids. 

1. The school library should contain — a. A good daily paper, 
as : The New York Times, daily and Sunday, $8.50 ; daily $6.00 ; 
The Chicago Tribune, library rate daily and Sunday, $6.50, get 
special rate for daily, only, for library; The Indianapolis News, 
daily $5.00. b. A good weekly, with a summary of important events 
as: The Literary Digest, $3.00 with special rate if a number of 
copies are taken by the class; The Independent, or The Outlook, 
each $3.00. c. A monthly magazine, treating of current events and 
topics: The World's Work, or The Review of Reviews, each $3.00. 

2. Much excellent material illustrating such subjects as good 
roads, sanitation, etc., may be found in the set of stereographs or 
stereopticon slides, for rural high schools, made up by Underwood 
& Underwood. See list, $17.50 per 100, with 5 per cent, discount to 
schools. Or else a camera club may take pictures that will be useful 
for illustration, showing public works, good and bad roads, etc. 

3. Many public documents may be secured free through the 
Congressman from a district, or else for a comparatively small sum 
from the Superintendent of Public Documents, Washington, D. C. 
Lists of these documents may be secured from the same address, 
among the most valuable being: No. 25, Transportation; No. 45, 
Public Roads; No. 46, Soils and Fertilizers; No. 51, Health, Dis- 
ease, and Sanitation. Besides these national documents, the reports 
of various Indiana commissions, usually free, are useful, including : 
bulletins and reports of the Indiana Board of Health, and bulletins 
and reports of the Indiana Department of Geology and Natural 
Resources. These reports may be secured by writing the Commis- 
sions at Indianapolis. Another valuable report is that on the Elec- 
tion Law of Indiana, 1910, to be borrowed from the State Library, 
if it cannot be obtained from the Commission on Elections. Re- 
ports of great current importance are those on the Indiana Confer- 
ences on Taxation, issued by the University Extension Department 
of Indiana University. Another important pamphlet is A Study 
of the People of Indiana and their Occupations for Purposes of 



184 

Vocational Education, issued in Indiana University Studies. Write 
for prices of last two references, University Bookstore. 

4. Another valuable adjunct to the Civics course is a collection 
of illustrative material, such as sample ballots, tax receipts, various 
legal instruments, copies of state and national laws, city ordinances, 
reports of various state and local officers. Much of this material 
can be had for the asking, and for purposes of illustration it will 
prove invaluable. Newspaper clippings of great interest should 
also be preserved. 

References for the Teacher — The following references are rec- 
ommended in order to give the teacher the very necessary viewpoint 
to appreciate the aims of the Civics course, especially as it touches 
the vital problems of rural life. No. 2 is more recent, practical, and 
comprehensive, while No. 3 should be carefully read by every teach- 
er of Civics : 

1. Butterfield, Chapters on Rural Progress. Univ. of Chicago 
Press, $1.00. 

2. McKeever, Farm Boys and Girls. Macmillan, $1.50. 

3. U. S. Bureau of Education, Bulletin No. 41, 1913, 16-22, free 
from Commissioner of Education, Washington. 

4. Uniform Course of Study for High Schools of Indiana, free 
from Supt. of Education, Indianapolis. In edition for 1914-1915 
see Pp. 50-55. 

5. Outline for Study of Current Political, Economic and Social 
Problems. Indiana University Extension Department, University 
Bookstore, 15 cents. 

Necessary References — The following list of library references 
is the minimum requirement, if the work in Civics is to be really 
effective. Where a choice is given, the first reference is the prefera- 
ble one : 

1. Abstract, 13th U. S. Census, free. 

Biennial Report, Ind. Department of Statistics, free. 

2. World Almanac $0 50 

3. Burch & Nearing, Elements of Economics 1 00 

4. Carver, Principles of Rural Economics 1 30 

5. Nida, City, State, and Nation 75 

Dole, American Citizen 80 

6. Dunn, The Community and the Citizen 75 

7. Daily Paper, probably 6 00 

8. Weekly: Literary Digest, Outlook, or Independent 3 00 

9. Monthly: World's Work, or Review of Reviews 3 00 

Total $16 30 



185 

The total cost of these "necessary references," of which the 
largest item is the daily paper, should not be beyond the means of a 
rural high school, especially when the real importance of the Civics 
course, as the one means afforded to train future citizens, is con- 
sidered. 

Outline op Course. 

The following order of topics is suggested, the object being to 
combine general principles of government with the concrete work- 
ing in Indiana. The teacher's attention is called to the questions 
for investigation at the end of each chapter in the text. 

INTRODUCTORY. 

Accent the importance of the Ordinance of 1787, subordinating 
the historical viewpoint and bringing out the importance of the 
ordinance in laying the foundations of government, In the same 
fashion take up the beginnings of government in Indiana. 

Text: Davison, 1-8. 

Additional Work — Compare the Ordinance of 1787 with the Bill 
of Rights of the Indiana Constitution, and the first ten amendments 
of the U. S. Constitution, see Davison, 78-81, and Garner, 407-408. 
Also note the elementary principles of government. 

References— -Beard, 3-76 ; Dole, 3-36 ; Dunn, 1-33. 

LOCAL GOVERNMENT. 

Upon this, the phase of government of most importance to the 
rural community, the chief accent should be laid. 

Accent; 1. The county and township system, distinguishing 
carefully the respective spheres of township and county control. 

2. The officers in the township and county should be considered, 
noting the method of appointment, or election, the duties, and the^ 
compensation of each. Make this work as practical as possible, em- 
phasizing the actual duties of the various officials, and their relation 
to the community. 

3. Emphasize the various problems of rural government, espe- 
cially in connection with the work in Rural Economics, although 
extended discussion of such topics as Public Education and Sanita- 
tion may be postponed to the section devoted to the state govern- 
ment, since it is impossible to distinguish exactly between the work 
of state and local government in these spheres. 

Text : Garner, 5-24 ; Davison, 9-24. 



186 

Additional Work — 1. Have a list made of the county and town- 
ship officers, with names of incumbents, methods of election and ap- 
pointment, term of office and compensation. See Davison, 9-24 and 
77. Much of this work can be done through personal investigation 
by members of the class. 

2. An" effective means of arousing interest in local government 
and its problems is the preparation by the students of an economic 
survey of the county, which should include total area, farm area, 
assessment, population, tax levy county and township, detailed re- 
ceipts and expenditures, indebtedness of the county and purposes 
for which it was incurred, value of public property, road mileage, 
improved and unimproved, school statistics including number and 
grade of schools, number of pupils and teachers, public ditches, 
charitable institutions, and general farming statistics, including 
such items as agricultural mortgages and values of the chief crops. 
Doubtless many items not mentioned in the list will occur to the 
teacher. If this information is collected and entered in clear fash- 
ion upon a large wall chart, it will prove of much practical value in 
impressing upon the class the importance of the problems of local 
government. A similar chart may also be prepared for the town- 
ship. 

3. In addition to these charts a table of economic comparisons 
would be useful, including such statistics as the mileage of improved 
roads in the township, or county as compared with neighboring 
townships or counties, farm values before and after road improve- 
ment, and various similar comparisons with neighboring townships 
or counties. Such statistics will form effective illustrations. 

4. Another excellent device is the preparation of a county map, 
which can readily be enlarged from a map of Indiana. This map 
should show the township lines, the chief settlements, forest and 
farm areas, roads and public works especially bridges and public 
ditches, schoolhouses and other public buildings. Other interest- 
ing statistics that may be entered upon this may are the acreage 
in cultivation and the chief crops in each township, and estimates 
of the various crops, land values, and any other statistics that are 
available for each township. 

The necessary material for these charts and maps can be secured 
from the Abstract of the 13th U. S. Census with Indiana Supple- 
ment, from the Biennial Report of the Indiana Department of Sta- 
tistics, from the reports of the Indiana Department of Geology and 
Conservation, and from published reports of County Auditors and 



187 

Town Trustees. Much of this information can also be secured by 
personal investigation by members of the class. For detailed and 
valuable suggestions regarding such a survey, see Gillette, 281-292. 
Rural Economics — The work in Rural Economics should be tak- 
en up in connection with that on rural government. The two sub- 
jects are inseparable; just how far they shall be combined, and how 
much time shall be devoted to this part of the Civics course, each 
teacher must decide with a view to varying local conditions. Yet 
caution must be observed to prevent too great an emphasis upon 
this part of the course, to the exclusion of problems of city, state 
and national government. To be well informed, the student must 
have some knowledge of these latter important subjects, even 
though the accent is placed upon the former. Make the work in 
Rural Economics as practical as possible and try wherever possible 
to give concrete illustrations of the theories given in the reference 
work. An exceedingly suggestive outline for Rural Economics and 
Sociology is given by Butterfield, 226-232. The following sug- 
gested list'of topical references has been adapted from this outline : 

References — 

1. General Characteristics of the Agricultural Industry: Car- 
ver, 1-28; Fairchild, 1-19 ; Gillette, 57-76 ; Powell, 3-17. 

2. Agricultural Conservation : Carver, 117-202 ; Fairchild, 27 
31 ; Gillette, 77-89. 

3. Farm Management: Carver, 224-239 and 315-333; Fair- 
child, 38-62 ; Gillette, 90-98 ; Powell, 250-270. 

4. Small vs. Large-Scale Farming : Carver, 239-256 ; Gillette, 
123-130. 

5. Rural Labor Problems : Carver, 290-296 ; Fairchild, 32-37 ; 
Gillette, 137-146. 

6. Land Tenure : Carver, 226-234 and 296-305 ; Dunn, 43-53 ; 
Gillette, 130-137. 

7. Rural Credits: Powell, 271-298. 

8. Agricultural Marketing: 

a. General : Fairchild, 63-100 ; Gillette, 98-103. 

b. Co-operative: Powell, 120-149; Gillette, 103-109. 

9. Farmers' Organizations: Carver, 369-382; Gillette, 200- 
216 ; Powell, 18-19. 

10. Rural Communication, including roads, telephones, rural 
mail routes, and electric railways : Dunn, 103-108 ; Fairchild, 22- 
24 ; Gillette, 110-122 ; Nida, 233-242 ; Powell, 299, 307. 



188 

11. Rural Social Problems': 

a. General: Carver, 334-343 and 360-369; Gillette, 168- 
199. 

b. The Rural Church : Carver, 343-359 ; Gillette, 217-232. 

c. The Rural School: Carver, 359-360; Gillette, 233-263. 

d. Rural Government: Dunn, 189-197; Nida, 215-218. 

e. Rural Sanitation: Gillette, 146-167. 

TOWN AND CITY GOVERNMENT. 

Too much time should not be devoted to this part of the Civics 
course. The various municipal problems should be considered, 
especially those of importance to Indiana. Emphasize the mutual 
relations between the city or town and the county in which it is sit- 
uated. 

Text : Garner, 25-56 ; Davison, 25-40. 

Additional Work — Little reference work can be done on munici- 
pal problems. Statistics for the chief town or city in the county 
may be worked out upon the plan proposed for the county and 
township. This chart would include population, assessment, de- 
tailed receipts and expenditures, indebtedness, with a special note 
of the objects for which it was incurred, and statistics of fire pro- 
tection, police, health, and industrial interests. For material for 
this chart see Abstract 13th U. S. Census, Indiana Supplement; 
Biennial Report of Ind. Dept. of Statistics ; and annual report of 
the city controller. But, however interesting this work may be, 
too much time cannot be given to it at the expense of the more im- 
portant work in rural government. 

Where time permits, there should be an intensive survey of the 
chief municipal problems, to supplement the text. Rural pupils 
should at least understand these problems, as they may come in 
intimate contact with them in the future. The following topical 
references are suggested : 

1. City Planning and Housing, Beard, 261-263 ; Nida, 1-23 and 
78-86. 

2. City Sanitation, Beard, 253-261 ; Nida, 24-30, 51-72 and 96- 
102. 

3. Water Supply, Nida, 31-50. 

4. Municipal Transportation, Beard, 253-255 ; Nida, 103-119. 

5. Municipal Highways, Beard, 252-253 ; Nida, 73-77 and 120- 
137. 

6. Public Recreation and Institutions, Beard, 263-265; Nida, 
138-164. 



189 

7. Fire Protection, Beard, 251-252 ; Nida, 165-187. 

8. Municipal Finance, Beard, 266-267 ; Nida, 188-197. 

9. Municipal Government, accenting recent proposed reforms, 
Beard, 130-139 and 242-251 ; Dole, 72-77 ; Dunn, 198-207 ; Nida, 
198-210. 

STATE GOVERNMENT. 

First accent the respective spheres of state and local, state and 
national government. In the latter it will be necessary to antici- 
pate somewhat, but a clear and exact distinction must be made be- 
tween the two. Emphasize the viewpoint that each individual, as a 
citizen, has a vital interest in all three forms of government. An- 
other important point is the use of the text. Let the section on 
Indiana government illustrate specifically the general principles of 
government in the State. For example, the general section on the 
Legislature, Garner, 73-90, should be directly followed by the spe- 
cific legislative powers and organization of Indiana (see Davison, 
41-45). The same method should be employed for the Executive 
and the Judiciary. See also the Constitution of Indiana, Davison, 
78-100. The following topics should be accented : 

1. Legislative: Note the method of election and the powers' of 
the two houses. The organization, the procedure, the importance of 
the personnel of the Legislature are important topics. Here, too, 
the question of the Referendum and the Initiative should be consid- 
ered. Emphasize the actual procedure and organization of the 
legislature, explaining the importance of committees, and the party 
caucus. An excellent device is to study, through the newspapers, 
the actual progress of a bill through the legislature. This method 
will effectively explain actual legislative procedure. 

2. Executive: The chief officers of the State, the method of 
election or appointment, the tenure of office, the salaries, and the 
duties, should be noted (see Davison, 77 and 87-91). The question 
of the Recall is also to be considered here. Emphasize the impor- 
tance of the personality of the executive in determining the actual 
results. By concrete examples, the power of these officials for good 
or evil can be illustrated and impressed upon the class. 

3. Judicial : The different courts, and their procedure, should 
be emphasized. This is especially true of the concrete organization 
in Indiana (see Davison, 71-76). The average citizen has little con- 
ception of the organization of the judiciary. See Davison, 77 and 
91-93. 

Text : Garner, 57-124 ; Davison, 41-76. 



190 

Additional Work — General Problems of the State Government. 
Among the chief problems to be considered is the state system of 
taxation. Take this up from the practical point of view, including 
amount, and also specific expenditures. This is perhaps the fittest 
place to take up the general theory of taxation as applied to local, 
state, and national government. This problem should be thorough- 
ly considered and in a practical fashion. Accent the conception of 
all citizens as stockholders interested in public affairs. Nowhere 
can the responsibility of the individual citizen be better impressed. 
An excellent method is to compare the system of taxation and sta- 
tistics for Indiana with those of other states. See especially, in 
addition to the general references, the World Almanac or the Amer- 
ican Year Book. The reports of the Indiana State Conference on 
Taxation should be secured, and the defects of the system carefully 
noted. The national system of taxation should not be stressed here, 
leaving such consideration to the section devoted to the national 
revenue. 

Closely connected with the subject of taxation is that of state 
aid to education. Indeed the general subject of public education 
may be considered here. Accent the state aid to Indiana Univer- 
sity, Purdue University, and the State Normal School. Also note 
the aid given to Agricultural courses under the new Vocational 
Law. The teacher should impress upon the class the purpose of 
such state expenditures, to promote good citizenship, as well as 
mere education, and the corresponding obligation of the recipient. 
Show the pupils the cost to the taxpayers, each day, of the educa- 
tion they are receiving. 

Other state problems include public health, aid to institutions 
for defectives and criminals, the work of the various state commis- 
sions. Note also the problem of Civil Service. If possible, a gen- 
eral chart of state statistics might be prepared, similar to the one 
suggested for local government. This would include area, assessed 
value, population, tax levy, detailed receipts and expenditures, and 
state property. Such a chart will do much to awaken interest while 
also impressing the class with the numerous activities and the im- 
portance of the state government. See also Indiana University 
Studies, Study of People of Indiana and Their Occupations, etc. 

An economic map of the state may also be prepared, similar to 
the one proposed for the county. A Rand-McNally map can be 
used, the various statistics inserted, and the industrial areas prop- 
erly shaded. 



191 

References — 

General, Beard, 121-129 and 219-241 ; Abstract, 13th U. S. Cen- 
sus, with Indiana Supplement; Biennial Report Indiana Depart- 
ment of Statistics; reports of State Auditor, and various commis- 
sions and departments. For comparisons, use the World Almanac 
or the American Year Book. These last references contain also a 
summary of important current legislation. In addition the follow- 
ing specific references are recommended : 

Taxation, Burch & Nearing, 248-254 ; Dole 94-102 ; Dunn, 228- 
238 ; Reports of State Conferences on Taxation. 

Public Education, Beard, 225-227 ; Dole, 103-107 ; Dunn, 118 
131. 

Public Health, Beard, 227-234 ; Dole, 24-30 ; Dunn, 54-66 ; Bul- 
letins and Reports Of Indiana Board of Health. 

Civil Service, Dole, 108-116 ; Dunn, 178-205. 

Initiative, Referendum, and Recall, Dunn, 208-217 ; Beard, 
161-168 ; Phelps, The Initiative and Referendum, and The Recall. 

POLITICAL PARTIES AND THE SUFFRAGE. 

Here, too, local and national systems cannot be separated. Hence 
the question of political parties and the suffrage must be considered 
from both points of view. Note the conditions of the suffrage in 
Indiana. Practical problems of methods of conducting elections are 
worked out in Garner, and stress should be laid upon this part of 
the text. Show the reason for political parties, their practical 
working, their evils and their benefits. Impress upon the student 
the importance of considering the personal fitness of the candidate, 
and show that, in local politics, personality, rather than mere party 
affiliation should be considered. This part of the Civics course can 
be made of great practical value. The aim should be, to give the 
class a clear conception of present practices, of the various reforms 
proposed, and of the benefits of each one. Especially should the 
individual responsibility of the citizen be accented. In short, the 
work should be concrete rather than theoretical. By using news- 
paper clippings and by frequent references to current events, this 
result may be secured. 
. Text: Garner, 125-158 ; Davison 38-39 and 81-82. 

Additional Work — Have each student make out an outline of 
the registration requirements, and the method of conducting elec- 
tions in Indiana. An excellent device is to have the class work 
out the election of some official, for example, the township trustee. 



192 

The method of nomination, the registration of the voters, and the 
final election should all be carefully studied. A great aid in this 
work will be the pamphlets on the Indiana Election Law. Per- 
sonal observation, a sample ballot, and newspaper clippings will 
furnish whatever supplementary material is required. 

References— Beard, 145-169, 220-221 and 287-297; Dole, 116- 
165; Dunn, 161-188; Nida, 248-257 and 304-307. 

THE NATIONAL GOVERNMENT. 

The text takes up the national government in an effective 
fashion, and can be followed. The suggestions in the Research 
Questions are good and also the references given. In this section 
of the course the teacher frequently fails to hold the student's at- 
tention by giving merely a long and dry summary of different 
powers. If frequent illustrations are given from current events, 
and also many practical applications are made, this difficulty will 
be obviated. 

Text: Garner, 159-392. 

Additional Work — National Economic Questions — Frequent 
allusions are made by the text to economic questions of national 
importance, and it has been considered best to give references on 
such questions. The teacher must decide just how much economic 
theory may be given, and where. The available references, the 
time devoted to the Civics course, and the general intelligence of 
the class, will guide in the solution of this problem of practical 
teaching. 

Among the numerous national economic problems that may be 
considered are Banking and Currency, Business Organization, the 
Trusts, Conservation, Immigration and Labor Problems, the 
Tariff, Transportation, especially the problems of railroad rates 
and the work of the Interstate Commerce Commission, general 
economic theory, and proposed reforms, as Socialism. Always have 
the class understand the theoretical basis of the problem under 
discussion. An aid in securing this result will be to bring forward 
as many concrete illustrations as possible from current newspapers. 
Then, too, try to show the actual effect of these questions upon the 
life of the citizen. For example, how the tariff is supposed to 
affect business, and the positive effect of railroad rates in building 
up, or tearing down the business of a community. For general 
statistics see, Abstract, 13th. U. S. Census; World Almanac; and 
American Year Book. 



193 

General Reference— Beard, 79-120 and 173-218. 

Specific References — Banking and Currency ; Beard, 209-215 ; 
Burch & Nearing, 222-239; Dole, 199-212; Fairchild, 109-179; 
World Almanac, 1914, for details of the Federal Reserve Act. 

Business Organization; Beard, 177-192; Burch & Nearing, 158- 
191 ; Fairchild, 191-213, and 224-231. 

Conservation, Burch & Nearing, 45-77; Dunn, 98-102; Van 
Hise, 106-151 and 185-358. 

Immigration and Labor, Beard, 195-197; Burch & Nearing, 78- 
119; Dunn, 34-42; Fairchild, 32-37, 45-57, 180-223 and 239-278. 

Tariff, Beard, 183-187; Burch & Nearing, 240-247; Fairchild, 
213-223. 

Transportation, Beard, 180-181; Burch & Nearing, 189-205; 
Fairchild, 109-114. 

Special: Burch & Nearing, 255-303, is excellent for economic 
theory, while 304-355 gives a synopsis of the various solutions pro- 
posed for economic problems. Dole, 169-253, has a good discussion 
of economic duties, and 257-315 of social rights and duties. Both 
these sections are suggestive and practical, yet the book suffers 
from the need of a thorough revision to be abreast of modern 
economic thought. Fairchild, 233-305 on Distribution, and 307- 
371 on Consumption is good, combining the theoretical and the 
practical, but this book, though more recent than Dole, also suffers 
from need of a revision. 

Outlines of the American History Course. 

Standpoint — Like the Civics, the American History course, as 
usually given in the rural high schools, should be modified to 
meet present conditions. In framing this course, it is important 
to bear in mind the foundations laid by the study of American 
History in the grades. Avoiding a mere amplified repetition of 
this work, the High School course should accent the economic, and 
social forces that underlie and explain the course of political his- 
tory. The geographical background should also receive attention, 
while in a rural high school the agricultural influences that have 
so greatly aided in shaping American History should be accented. 
But agricultural and other economic forces should not be the only 
topics noticed, for the pupil in the rural, as well as in the city 
high school should catch the inspiration and patriotic impulse that 
comes from the idealistic standpoint of history. The purely cul- 
tural side of the course should not be neglected, and the pupils' 

13—3385 



104 

Mid rest should be so aroused that they will voluntarily undertake 
further historical reading after leaving the high school. To com- 
bine all these different standpoints in the short time allotted to 
the history eourse seems a well-nigh superhuman task. Yet hy 
experience the teacher will gradually learn the time that may be 
given to each portion of the course. 

Method — The demands of the course will naturally determine 
the method, which should be partly topical, although precaution 
must be taken to avoid a fragmentary discussion of topics which 
Tails to show the interaction of forces and the place of each national 
problem in the history of the United States. For general purposes, 
the text-book adopted by the State Board, James & Sanford, Amer- 
ican History, must form the basis. As specific topics are taken up 
in I he text they should be accented and amplified by reference 
and map work. 

In the actual course, assignments of the text should he pro- 
portioned to the importance and the difficulty of the topics that 
are being considered. Mere daily doses of so many pages of history 
are to be avoided. In assigning library work, the pupils should 
be given specific topics and exact references. Full notes should 
be taken on all this work, and perhaps occasional essays may be 
assigned. The quiz should bring out the important points in 
both the text and reference work, and when time permits, reports 
of the hitler may be made to the class. Much care must also be 
used to prevent the qui/, from degenerating into a dry recital of 
facts. Much oral explanation is necessary in order to bring out 
the causes and results of important events in the narrative. Care- 
ful directions should also be given for keeping note-books. They 
should always be arranged topically, and all map-work should be 
placed beside work on the same topic. Such an arrangement will 
be found especially useful for review. 

The following references will be found of great help to the 
teacher in preparing for the eourse : Bourne, Teaching of History 
and Civics, 283-309 and 325-352, Longman's, $1.50; McKinley, 
Illustrated Topics for American History, McKinley Publishing Co., 
82 cents; Uniform Course of Study for High Schools of Indiana, 
39-50, free; Cornman & Gerson, Topical Survey of U. S. History, 
I). (1. Heath & Co., 60 cents. 

I\'< frrences and Aife for the Glass — The following list is by no 
means exhaustive. The aim has been rather to include only such 
references as are reasonable in price and are suited to the course, 
and to give a practical, rather than an exhaustive list. In addi- 



195 

tioii, the text gives excellent lists of references at the end of each 
chapter. In. choosing further books on American History for the 
school library, such references should be selected as are likely to 
produce a cultural interest in historical reading. The works of 
Parkman and Fiske, and good biographies are recommended. 
Books of this type are to be preferred to the more elaborate his- 
tories, such as Schouler, McMaster, etc. While these latter serve 
an excellent purpose, the former are more desirable where, as is 
usually the case, the resources of the library do not permit the 
purchase of both types. The "Essential References and Aids" 
recommended are necessary in order properly to carry on the work. 
The total price, $17.85, is certainly not large, in view of the results 
that can be attained if even this minimum of references is em 
ployed. Where a choice is given, the first is the mere preferable. 

Necessary Aids and References — 

1. Bassett, Short History of the United States, Mac- 

millan $2 50 

2. Semple, American History and Its Geographic Con- 

ditions, Houghton 1 60 

3. Bogart, Economic History of the United States, 

Longman's 1 75 

Coman, Industrial History of the United States, 
Macmillan 1 GO 

4. James, Readings in American History, Scribner's. . . 1 50 
Caldwell & Persinger, Source Book of the U. S., Ains- 

worth 1 25 

Hart, Source Book of American History, The Mac- 
millan Co 60 

5. Harding, New Med. and Mod. History, Am. Book Co. 1 50 
Robinson, Introduction to the History of Western 

Europe, Ginn 1 60 

6. McKinley, Illustrated Topics for Am. History, 2c 

each, and twenty topics recommended for class of 

15, @ 30 for 50c 5 00 

McKinley, Desk Outline Maps, 20 for 15c; for class 
of 15 2 25 

Both of above references published by McKinley Pub- 
lishing Co. 

7. A good wall map of the United States; recommended, 

Columbia Series, Rand, McNally 4 00 

Total $17 85 



196 

Other References — 

1. Carver, Principles of Rural Economics, especially good for 
the rural background, Ginn & Co., $1.30. 

2. Cheyney, Introduction to the Industrial and Social History 
of England, essential for the English background of American 
History, Macmillan, $1.40. 

3. Cheyney, European Background of American History ; a 
fine reference for the purpose. Readable and interesting. Har- 
per's, $2.00. 

4. Drake, The Making of the Great West, and The Making 
of the Ohio Valley ; the latter is specially recommended. Scrib- 
ner's, $1.50 each. 

5. Home University Library, Henry Holt & Co., 50 cents each. 
The following numbers are specially recommended: Andrews, 
The Colonial Period ; McDonald, From Jefferson to Lincoln ; Pax- 
ton, The Civil "War; Haworth, Reconstruction and Union. These 
little books are very useful and afford excellent and readable sum- 
maries of the periods they cover. 

6. Readings in Indiana History ; valuable for Indiana History 
as giving the local touch that invariably arouses interest. Should 
be in every Indiana school library. University Bookstore, 70 cents. 

7. Moore, Industrial History of the American People. This 
reference is especially good for the rise of American Agriculture 
and its influence upon national development. Macmillan, $1.25. 
An accompanying Teacher's Manual, 20 cents. 

8. Old South Leaflets (see list), Old South Association, 5 
cents each ; annual subscription, 50 cents. 

9. Prothero, English Farming, Past and Present. Rather an 
expensive book, but one that helps to explain early colonial life, 
giving the English setting. Doubtless it would prove useful in 
other courses, beside American History, in the Rural High School. 
Longman's, $4.00. 

10. Robinson, Commercial Geography. An interesting and 
useful book with a broad point of view. Rand, McNally, $1.25. 

11. Brigham, Geographic Influences in American History. The 
historical standpoint is not well worked out, but the book is sug- 
gestive and useful. Ginn & Co., $1.25. 

12. Van Hise, Conservation of the Resources of the United 
States. Excellent for the physical background and the insight 
into present day problems. Macmillan, $2.00. 

For a more extended list of references see : 

1. Andrews, Gambrill & Tall, A Bibliography of History for 



197 

Schools and Libraries, 85-154 ; discriminating and practical. Long- 
man 's, 60 cents. 

2. Bourne, Teaching of History and Civics (edition 1910), 
283-285. To be used with much discretion as many of the refer- 
ences are not suited for high school work. Longman's, $1.50. 

3. Indiana Uniform Course of Study for High Schools, 166- 
167. Practical and usable. Free. 

Other Aids — 

1. The list of stereographs, or steropticon slides, made up by 
Underwood & Underwood will prove of much .value in the History 
course. The list of 100 for agricultural high schools will prove of 
special value. They may be supplemented by the list of 100 for 
general high school purposes. Underwood & Underwood, $17.50 
per 100 with school discount of 5 per cent. 

2. Sanford, American History Maps. This is probably the 
best series of maps for use in the American History course. If it 
is impossible to secure the entire set of thirty-two, separate maps 
may be purchased (see list). The map on Conservation and the 
West, No. 30, is of special value. A. J. Nystrom & Co. For the 
set of 32 maps, $24.00. Singly, $1.40 each. 

3. Another valuable map is Johnston's Blackboard Map of 
the United States, Imperial Series. This map may be used many 
times and to illustrate many special topics. For detailed sug- 
gestions, see special pamphlet. A. J. Nystrom & Co., $3.25 per 
map. 

4. Another valuable aid in illustrating especially the geograph- 
ical influences in American History, is a good, physical map of 
the United States. The map recommended is, Physical Series, 
map of the United States, Rand, McNally, $4.50. 

Outlines. 

The following division of topics is recommended as an outline 
for the course in American History. It may perhaps be criticized 
as involving more work than the time usually allowed" for this 
course will permit. Moreover, to follow closely the outline would 
require library work beyond the facilities of the average high 
school. Undoubtedly both criticisms are valid, and the choice of 
topics that can be actually worked out must be left to the individual 
teacher, the conditions in each case determining just how much of 
the outline can be followed. If it is impossible to cover the entire 
course thoroughly, the colonial period may be passed over hastily, 
and emphasis should be placed upon the period since 1789. Again, 



198 

while all the topics given are considered important, if a choice 
must be made, the accent should be placed upon the Formation 
of the Constitution ; Westward Expansion, especially in the set- 
tlement of the Ohio Valley; the economic and political influences 
that brought about the Civil War ; and the problems of National 
development since 1865. 

THE COLONIAL PERIOD, 1607-1766. 

In taking up the Colonial Period, use great care not to become 
bewildered in a mass of historical details. The development of 
self-government, the economic and social forces at work, and the 
gradual extension of British territorial claims, should be consid- 
ered. 

1. The Physical Background op American History. 

This subject should have special accent, as the physical contour, 
the climate, and the natural resources have determined in large 
measure the economic and political development of the American 
people. 

Topics — 

1. Physical conditions that have developed distinct sections: 

a. The Eastern Seaboard : 

1. New England predominantly commercial. 

2. Middle States commercial and agricultural. 

3. Southern States predominantly agricultural. 

b. The Central Plain, predominantly agricultural. 

c. The Rocky Mt. Pleateau, predominantly mining and 

grazing. 

d. The Pacific Slope, predominantly horticultural. 

2. Influence of physical features upon discoveries and place of 
early settlements. 

3. Influence of Means of Communication : 

a.' In directing settlement along river valleys, 
b. In determining the location of cities. 
Maps and Outlines — McKinley, Illustrated Topics, U. 1. On 
accompanying map, show the principal physical features, and the 
main economic areas of the United States; or else use McKinley, 
Desk Outline Map, No. 175. 

References— l^nssrtt, 1-13; Bogart, 1-16; Brigham, 1-199; 
Coman, 4-7; Robinson, Commercial Geography, 98-105; Van Hise, 
266-277. 



199 

II. European Background. 

Note the European background, especially as determining the 
type of colonists that came to America. Note that the characteris- 
tics of the colonists in connection with the physical features of 
their environment chiefly determined future history. If time must 
he saved, this section and No. Ill may be reviewed briefly, since 
both subjects have already been taken up in the grades. 

Topics — 

1. European political, religious and economic conditions that 
influenced colonization. 

2. Industrial conditions of rural England in the latter part 
of the sixteenth and in the seventeenth centuries. 

3. A brief review of French and Dutch industrial conditions 
at this time. 

4. The chief motives for colonization. 
Text : James & Sanford, 1-8. 

Outline: McKinley, Illustrated Topics, U. 3. 

References — Bassett, 23-27; Carver, 48-63; Cheyney, European 
Background, especially 3-78 ; Cheyney, Indus, and Soc. England, 
136-198; Harding, 299-430; Prothero, 78-129; Robinson, Western 
Europe, 321-350 and 495-508 ; Sparks, 17-24. 

III. Period op Discovery. 

Accent here the geographical importance of the discoveries that 
laid the foundations for future rivalries in America of the Euro- 
pean nations. 

Topics — 

1. The most important voyages and the motives for them. 

2. The chief Spanish and French explorations in the Mississippi 
Valley. 

3. The regions claimed by France, England, and Spain. 

4. The bases of these claims. 
Text: James & Sanford, 8-36. 

Map: On McKinley, Illustrated Topics, U 9, use the map I" 
show the routes of the chief Spanish and French explorations in 
the St. Lawrence and Mississippi Valleys, or else use McKinley, 
Desk Outline Map, 177. 

References — Bassett, 27-40; Drake, Great West, 1-28 and 71- 
109 ; Drake, Ohio Valley, 3-15 ; Semple, 19-35 ; Sparks, 25-35. 

Source-Book, James, 1-35; Hart, 1-17; Caldwell & Persinger, 
2-17. 



200 

IV. Period of Settlement. 

Beside the regular class-work, in this and the preceding sec- 
tions, constantly refer to the map on the class-room wall. 
Topics — 

1. Chief early settlements along the Atlantic Seaboard. 

2. Political rights and government of the early colonists. 

3. Industrial and social life in the early colonies, especially 
the types of agriculture. 

4. The Dutch and Swedish colonies, showing the importance of 
their conquest by Great Britain. 

Text: James & Sanford, 37-84. 

Maps and Outlines: McKinley, Illustrated Topics, U 6, Nos. 
1-3; U 7, Nos. 1-6; U 8, Nos. 1-6. The map work may be given 
in connection with each topic, or else use McKinley, Desk Outline 
Map, No. 177. Indicate each important area of settlement, the ter- 
ritorial claims of each colony under its charter, and the strategic 
situation of the Dutch and Swedish colonies. 

References — Andrews, 9-61 ; Bassett, 41-88 and 109-110 ; Bogart, 
17-35; Brigham, 1-16, 37-56 and 70-74; Semple, 1-18; Sparks, 
36-47. 

Source-Book: James, 36-66; Hart, 18-73; Caldwell & Per- 
singer, 17-52. 

V. French and Indian Wars. 

In this section of the course it is important that the student 
fully appreciate the early history of the Mississippi Valley and its 
bearing upon the later development of this region. 
Topics — 

1. French settlements in the St. Lawrence Valley and at the 
mouth of the Mississippi. 

2. The chain of forts projected between the two areas of 
French settlement. 

3. British emigration to the Trans- Alleghany region. 

4. The resulting struggle between British and French for the 
Mississippi Valley. 

5. Aid given the British in the struggle by their Indian allies. 

6. The final results of the struggle : 

a. In asserting British control over the St. Lawrence and 

the Mississippi Valleys. 

b. In bringing about attempts at more effective control of 

the colonies. 



201 

Text: James & Sanford, 104-127. 

Maps and Outlines: MeKinley, Illustrated Topics, U 9, No. 
2. Use the accompanying map to illustrate the main French settle- 
ments, and also the territorial adjustments made by the Treaty of 
Utrecht, 1713, and the Treaty of Paris, 1763. Or else show these 
points on MeKinley, Desk Outline Map, No. 177. 

References— Bassett, 111-132; Brigham, 104-127 and 142-155; 
Coman, 8-21 ; Harding, 453-462 ; Drake, Great West, 109-131 and 
132-139 ; Drake, Ohio Valley, 16-90 ; Sparks, 69-77. 

Source-Book : James, 78-105 ; Indiana Readings, 18-45 ; Hart, 
96-107; Caldwell & Persinger, 123-146. 

VI. Development op Colonial Self-Government. 

Do not fail to remind the class that the colonists did not know- 
ingly prepare for independence, and that the colonies formed an 
integral part of the British Empire. Conditions arose which made 
it necessary to adapt their institutions to the government of an 
independent country. 
Topics — 

1. Colonial political institutions. 

2. Development of British colonial policy. 

3. Emphasize such struggles as Bacon's Rebellion and the 
Andres Revolution, as steps in securing a larger measure of colonial 
self-government. 

4. The steps leading to colonial union and the causes. 
Text : James & Sanford, 85-91 and 133-141. 

Outlines: MeKinley, Illustrated Topics; U 7, Nos. 7 and 8; 
U 12, Nos. 6 and 7. 

References— Andrews, 107-228; Bassett, 88-108; Bogart, 90- 
104 ; Moore, 209-255. 

Source-Book: James, 67-77; Hart, 124-136; Caldwell & Per- 
singer, 53-99 and 146-164. 

VII. Colonial Economic, Social, and Intellectual 

Development. 

While this section of the course is an exceedingly interesting 
one, it should not be too greatly emphasized at the expense of more 
important topics. Generally, this section should be considered in 
order to afford a background for the proper understanding of 
colonial life. Such a treatment will explain many of the problems 



202 

of the revolutionary and transitional period and of the early period 
under the Constitution. 

Topics — 

1. General agricultural conditions and land tenure.' 

2. Industrial conditions, especially the economic, as well politi- 
cal, dependence of the colonies upon England. 

3. The inadequacy of transportation facilities. 

4. Colonial economic problems: 

a. Financial. 

b. Abundance of raw material allowing great growth of 

population, and no need for conservation. 

c. Labor problems ; servants and slaves. 

5. The development of small farms and commerce in the North, 
of the plantation system in the South, and general results. 

6. Chief colonial products, agricultural, and others. 

7. Colonial trade with: (a) England; (b) West Indies; (c) 
Intercolonial. 

8. Religious tendencies and political effects. 

9. Education, and general intellectual conditions. 
Text: James & Sanford, 91-103 and 128-133. 

References — Andrews, 62-106 ; Bassett, 134-158 ; Bogart, 36-89 ; 
Brigham, 30-36, 48-69 and 72-90; Carver, 63-70; Coman, 22-88; 
Moore, 1-208, 256-257 and 439-448; Prothero, 130-206; Robinson, 
Commercial Geography, 104-106; Semple, 36-51; Sparks, 48-68. 

Outlines: McKinley, Illustrated Topics, U 6, No. 4; U 7, No. 
9 ; U 8, No. 7 ; U 12, Nos. 1, 5 and 8. 

Source-Book: Caldwell & Persinger, 99-123; Hart 74-95 and 
108-123; James, 106-125. 

REVOLUTIONARY AND TRANSITIONARY PERIOD, 

1766-1789. 

While this is the heroic period of American history, for the 
purposes of this course it should not be too greatly emphasized. The 
two main topics are the causes and results of the Revolution and 
the evolution of the Constitution. The details of the narrative 
should be brought out merely to give the background of these main 
topics. The narrative has already been considered in the grades. 



203 

I. The Revolution. 
Topics — 

1. Causes: 

a. Policy of stronger colonial control by the British govern- 

ment. 

b. Navigation laws and their attempted enforcement. 

c. The Stamp Act. 

d. The Townshend Acts. 

e. Coercion Acts of 1774. 

2. French aid. 

3. Revolutionary finance. 

4. Final results: 

a. Gave political independence to Seaboard colonies. 

b. Gave theoretical, but not actual possession of Trans- 

Alleghany region. 

5. Trans-Alleghany emigration, especially to Kentucky and 
Tennessee. Its importance in holding this region for the United 
States. 

Text: James & Sanford, 142-182. 

Map and Outline: McKinley, Illustrated Topics, U 13; use 
McKinley, Desk Outline Map, No. 175, to show the American, 
British, and Spanish Territory after the Peace Treaty of 178.'!. 

References— Andrews, 229-252; Bassett, 161-219; Bogart, 105- 
113 ; Coman, 89-122 ; Drake, Ohio Valley, 94-139. 

Source-Book: Caldwell & Persinger, 166-232; Hart, 137-160; 
James, 126-163. 

II. Transitional Period. 
Topics — 

1. Articles of Confederation and their defects. 

2. The Ordinance of 1787 should be accented as: 

a. Establishing the foundations of government in this re- 

gion. 

b. Setting a precedent for the national policy toward other 

territories. 

c. Promoting westward emigration by the guarantee of 

rights. 

3. Steps leading to the Constitutional Convention. 

4. The Constitution, especially the three great compromises; 
note that the Constitution was really an adaptation of govern- 
mental principles, already known, to new conditions. 

5. The adoption of the Constitution with, the development, in 



204 

the struggle, of the germs of future parties; note the theory of 
the centralized and of the loose form of government. 

Text : James & Sanford, 183-214. 

Map and Outlines : McKinley, Illustrated Topics U 16 ; on 
McKinley, Desk Outline Map, No. 177, show the territory organized 
hy the Ordinance of 1787 ; see Semple 52-74, for the main routes 
followed in the emigration to the Trans- Alleghany region. 

References— Bassett, 222-254; Bogart, 113-117; Coman, 123- 
133 and 156-164; Carver, 74-81; Drake, Great West, 162-168; 
Drake, Ohio Valley, 139-161 and 255-262 ; Semple, 52-92 ; Sparks, 
78-87. 

Source-Book: Caldwell & Persinger, 233-245 and 266-284; 
Hart, 161-180; James, 164-207; Indiana Readings, 47-103. 

THE ESTABLISHMENT OF THE NATIONAL GOV- 
ERNMENT, 1789-1814. 

I. -Founding the Government, 1789-1803. 

In this period note the important precedents that were set, and 
also the tests put to the real strength of the National Government. 
Topics — 

1. Hamilton's Financial Policy. 

2. The Whiskey Rebellion ; to be considered from the consti- 
tutional, as well as the agricultural and economic standpoint. 

3. The Alien and Sedition Laws, and the Virginia and Ken- 
tucky Resolutions. 

4. Gradual development of the party of strict, and the one of 
loose construction of the Constitution. 

5. Foreign relations, especially with France and England. 
Text: James & Sanford, 215-245. 

References— Bassett, 256-296; Bogart, 117-118 and 148-161; 
Coman, 133-156 and 164-170 ; Moore, 349-356 and 392-400 ; Semple, 
75-92; Sparks, 159-187. 

Source-Book: Caldwell & Persinger, 245-264 and 285-309; 
Hart, 181-200; James, 208-258. 

II. The Louisiana Purchase. 
Topics — 

1. Review the beginnings of Kentucky and Tennessee. 

2. The European background of the Louisiana Purchase, and 
the motives of Napoleon in making the sale. 



205 

3. Actual territory acquired. 

4. Results: a, in holding the Trans- Alleghany states to the 
Union ; b, in developing the United States into a Continental power. 

5. Impetus given to exploration in the Far West, and the chief 
expeditions. 

6. General effect upon foreign relations. 
Text : James & Sanford, 245-249. 

Map and Outline: McKinley, Illustrated Topics, U 19; use 
the accompanying map to show the territory acquired by the 
Louisiana Purchase, or else use McKinley, Desk Outline Map, 
No. 175. 

References— Bassett, 296-300; Brigham, 182-184; Coman, 170- 
174; Drake, Great West, 171-223; Drake, Ohio Valley, 161-213; 
Harding, 527 ; Robinson, Commercial Geography, 106-108 ; Semple, 
93-113; Sparks, 88-103 and 188-210. 

Source-Book: Caldwell & Persinger, 310-316; Hart, 200-202 
and 206-209 ; James, 258-265. 

III. The War of 1812. 

Emphasize the fact that this war was for economic, as the Revo- 
lution was for political, independence. Also, it settled the posses- 
sion by the United States of the Mississippi Valley. 
Topics — 

1. Economic independence of the United States upon England. 

2. The European Background ; the struggle between England 
and France. 

3. The Embargo and Non-intercourse policy. 

4. The Question of Impressment. 

5. The Western posts and the Indian Wars, especially the Bat- 
tle of Tippecanoe. 

6. Pass over in short review the military features of the war, 
but accent the prestige gained the United States in : a. The naval 
campaigns ; b. The Battle of New Orleans. 

7. The attitude of New England, culminating in the Hartford 
Convention. 

Text— James & Sanford, 249-270. 

References— Bassett, 300-338; Bogart, 120-132; Drake, Ohio 
Valley, 214-228 ; Harding, 514-566 ; Moore, 267-272 ; Semple, 114- 
149. 

Source-Book: Caldwell & Persinger, 317-333; Hart, 202-205 
and 209-223 ; Indiana Readings, 103-146 ; James, 272-296. 



206 

PERIOD OF DEVELOPMENT, 1814-1865. 

I . Reorganization, Westward Movement, and Internal 
Improvements, 1815-1825. 

The chapter is one of the utmost importance, and should be em- 
phasized. Especially should the geographical background of the 
opening up of the West be carefully considered. The Missouri 
Compromise naturally brings up the general subject of slavery, and 
is a most important topic considering specially its effect upon 
future events. 

Topics — 

1. Economic Reorganization : 

a. Tariff of 1816 marks the beginning of a protective pol- 

icy; note the results in the growth of manufactures. 

b. Charter of the 2d U. S. bank. 

c. Panic of 1819 ; its causes and results. 

2. Westward Immigration and Internal Improvements: 

a. The importance of internal improvements in providing 

means of communication. 

b. The geographical conditions determining routes of trav- 

el of the Westward Migration, and areas of settle- 
ment. 

c. Development of the Public Land System. 

d. General characteristics of early pioneer life. 

e. Accent the early settlement of the Ohio Valley, and 

pioneer life in Indiana. 

3. Missouri Compromise: 

a. Growth of slavery. 

b. Settlement of Missouri, which brought up question of 

slave vs. free labor. 

c. Compromise significant, as marking off free from slave 

territory. 

Text : James & Sanford, 270-284. 

Map and Outline: McKinley, Illustrated Topics, U 21, No. 6, 
and U 23. Use the map accompanying U 23 to illustrate the Mis- 
souri Compromise, showing the region under territorial govern- 
ment, and the extent of free and slave soil. Or else use McKinley, 
Desk Outline Map, No. 175. 

References— Bassett, 341-346, 350-357, 363-368 and 371-375; 
Bogart, 135-147, 162-173, and 189-204 ; Brigham, 106-190 ; Coman, 
175-194 and 203-206; Drake, Great West, 223-233; Drake, Ohio 



207 

Valley, 229-254; McDonald, 7-34 and 35-38; Semple, 150-168; 
Sparks, 104-158 and 220-269. 

Source-Book : Caldwell & Persinger, 334-341 and 344-346 ; Hart, 
226-241 ; Indiana Readings, 147-170 ; James, 297-330. 

II. Development op Nationalism, 1815-1830. 

In taking up this chapter, the teacher should impress upon the 
class the growing power, at this time, of the Federal government, 
and the result in developing a national, as contrasted with a merely 
state, patriotism. Bring out also the influences tending in the 
opposite direction, toward the assertion of state's rights. 

Topics — 

1. Influences favoring Nationalism: 

a. Development of the doctrine of implied powers by the 

Supreme Court. 

b. Purchase of Florida. 

c. The Monroe Doctrine ; 

1. The European background. 

2. Far-reaching results in defining American foreign 

policy. 

2. Influences favoring State 's Rights : 

a. The dispute with Georgia. 

b. The Tariff of 1828 ; 

1. The sectionalism of the tariff. 

2. The opposition of South Carolina and the cause of 

this attitude. 

3. The elections of 1824 and 1828. 
Text : James & Sanford, 285-296. 

Outline: McKinley, Illustrated Topics, U 21, Nos. 1-5, 7, and 
9-10. 

References— Bassett, 357-360, 368-371, 375-377 and 377-391; 
McDonald, 34-35 and 39-46 ; Harding, 570-571 ; Sparks, 211-219. 

Source-Book: Caldwell & Persinger, 342-344 and 346-353; 
James, 330-334. 

III. The New Democracy and the Rise op Sectionalism. 

1830-1845. 
Topics — 

1. Influence of the West, as signalized in the Jacksonian era. 

2. The protective tariff and the Nullification controversy. 

3. Gradual growth of the abolition movement. 



208 

4. Increasing divergence between a free labor, commercial 
North, and a slave-holding, agricultural South. 

5. The Bank controversy and its results. 

6. Centralized government vs. State 's Rights. 
Text : James & Sanford, 297-326. 

.References— Bassett, 384-388, 392-419, and 422-438; Bogart, 
237-250; Coman, 198-203, 227-231, and 269-278; Moore 324-327 
and 356-360 ; McDonald, 46-81, 227-231 and 269-278. 

Source-Book: Caldwell & Persinger, 353-378; Hart, 242-268; 
James, 334-351 and 405-410. 

IV. The Mexican War and Territorial Expansion, 1845-1850. 

Topics — 

1. The annexation of Texas, leading to the Mexican War. 

2. Pass over the military operations of the Mexican War briefly 
and accent the territorial results. 

3. The Oregon Compromise. 

4. Summarize the chief additions of territory, 1803-1860. 

5. The settlement of California and the Overland trails. 
Text: James & Sanford, 322-333. 

Map and Outline: McKinley, Illustrated Topics, U 29, Nos. 
1-9 ; show on accompanying map the territorial acquisitions by the 
Mexican War, and the Oregon Compromise, also the chief Overland 
trails to the Pacific coast ; or else use for this work, McKinley, Desk 
Outline Map, No. 175. 

References— Bassett, 419-422 and 438-453; Bogart, 296-297; 
Brigham, 186-187 and 230-310; Coman, 243-248; Drake, Great 
West, 28-71, 143-147, 149-162 and 233-289; McDonald, 82-123; 
Semple, 168-177 and 226-245 ; Sparks, 301-350. 

Source-Book: Caldwell & Persinger, 398-406; Hart, 268-270; 
James, 388-405. 

V. Economic, Intellectual, and Social Progress, 1814-1861. 

Before taking up the several steps that led to the Civil War, 
there should be a more or less extended review of economic, intel- 
lectual, and social progress up to this point. The pupil should have 
a thorough understanding of these conditions, in order to appre- 
ciate the real forces that brought on the War. Especially in the 
Rural High School, the following topics deserve a thorough con- 
sideration. The extent of this work, however, must depend upon 
the available library references. 



209 

Topics — 

1. Improvements in transportation, and 

2. Resulting spread of agricultural interests. 

3. General advance in agricultural methods, making possible: 
a, a larger production ; b, an increased population. 

4. Small farms of the North and West, and large plantations of 
the South. 

5. Free labor in the North and West ; slave labor in the South. 

6. Immigration went to West and North, and not to South; 
result in promoting ' ' national ' ' spirit in the West. 

7. North predominantly commercial ; Middle States commer- 
cial and agricultural; West agricultural; South agricultural. 

8. Internal improvements. 

9. General industrial and commercial advance. 

10. Intellectual advance. 

11. Development of public education. 

Text: James & Sanford, 273-281, 292-303, 341-343 and 353- 
359. 

Outlines: McKinley, Illustrated Topics, U 21, Nos. 8 and 11 ; 
U 28, and U 31, Nos. 1-3. 

References— Bessett, 461-484; Bogart, 176-188, 205-236 and 
251-255 ; Brigham, 187-193 ; Coman, 207-227, 232-243 and 248-278 ; 
Carver, 82-92 ; Moore, 299-316, 327-328, 400-421 and 448-468 ; Rob- 
inson, Commercial Geography, 105-169; Semple, 178-225, 246-279 
and 367-391 ; Sparks, 270-300 and 376-418. 

Source-Book: Caldwell & Persinger, 379-396 and 433-451 ; In- 
diana Readings, 171-378 ; James, 351-387 and 411-426. 

VI. Steps Leading to the Civil War, 1850-1860. 

This period should not receive too much attention. The inter- 
est is chiefly political. Emphasize the political significance of the 
Civil War, and the events that led up to it. 

Topics — 

1. Compromise of 1850. 

2. Kansas-Nebraska Act. 

3. Dred Scott Decision. 

4. The Kansas Struggle. 

5. The John Brown Raid. 

6. The Rise of the Republican Party. 

7. The election of 1860. 

14—3385 



210 

Text : James & Sanford, 333-367. 

Map and Outline: McKinley, Illustrated Topics, U 29, No. 10; 
and U 30; show on map accompanying U 30 the sectional divi- 
sions of the Election of 1860, or else use McKinley, Desk Outline 
Map, No. 175. 

References— Bassett, 454-458 and 485-510; Coman, 278-279; 
Drake, Great West, 290-314; McDonald, 124-250; Sparks, 351-365. 

Source-Book: Caldwell & Persinger, 407-433; Hart, 279-296; 
Indiana Readings, 379-406 ; James, 426-433. 

VII. The Civil War, 1860-1865. 

Do not dwell upon the military details of the campaigns, but 
rather explain the geographic conditions and the lines of trans- 
portation that determined the chief military operations. Also take 
up, in broad outline, the important military plans and campaigns. 

Topics — 

1. Accent the factors that decided the outcome of the Civil 
War : 

a. The respective strength -of the North and South in men. 

b. The industrial and other economic resources of North 

and South. 

e. The lack of manufactures in the South and the conse- 
quent dependence upon foreign trade. 

d. The resulting effectiveness of a blockade in crushing the 
South. 

2. The chief military features of the War may be noticed : 

a. The South on the defensive. 

b. Plans of offense and defense as determined by geo- 

graphical conditions. 

c. Opening Mississippi River and breaking of Southern 

lines of defense in Western campaigns. 

d. The series of campaigns to take Richmond. 

e. Aggressive campaigns by the South in East and West, 

and failure. 

3. Foreign relations during the Civil War, especially with Eng- 
land. 

4. Finances of the War : a, Union finances, including the issue 
of legal tender and the founding of the National Bank System ; b. 
Confederate finance. 



211 

5. The problem of securing sufficient troops. 

6. Opposition to the War in North and South ; the open hostil- 
ity to President Lincoln shown in the North. 

7. The Emancipation Proclamation and the Thirteenth Amend- 
ment. 

Text: James & Sanford, 368-414. 

Map and Outlines: McKinley, Illustrated Topics, U 31, No. 
41 ; U 33 ; use the map accompanying U 33 to show the seceding 
and the border States, or else use McKinley, Desk Outline Map, No. 
175. 

References— Bassett, 511-593; Bogart, 385-388; Brigham, 200- 
229 ; Coman, 279-288 ; Moore, 360-368 and 421-428 ; Paxson, 11-61 
and 61-248 ; Semple, 280-319. 

Source-Book: Caldwell & Persinger, 451-465; Hart, 296-335; 
Indiana Readings, 407-438; James, 444-448. 

PERIOD OF NATIONAL DEVELOPMENT, 1865 TO 
THE PRESENT. 

The period of recent history should be emphasized. Too often 
the course ends without an adequate presentation of contemporary 
problems of national importance, leaving the student with a vague 
impression that American History is a rather imaginary narrative 
of almost forgotten events. The logical development of our pres- 
ent conditions from the past must be accented to obviate such an 
impression. If this is done, the reality of the past, and its effect 
upon the present will be emphasized and impressed. The domi- 
nant topics of this period are : the repair of the ravages of the 
War, and the rise of the South; the development of the central 
government, now firmly established ; and national expansion. 

I. Reconstruction and Expansion, 1865-1880. 
Topics — 

1. The theories and problems of Reconstruction, noting: 

a. Lincoln's plan. 

b. Johnson's plan. 

c. The radical plan of Congressional Reconstruction. 

d. The era of Carpetbagger government. 

2. Fourteenth and Fifteenth Amendments. 

3. The acquisition of Alaska. 



212 

4. The expansion of the West: 

a. The Homestead Act and its influence in settling up the 

West. 

b. The Pacific railroads, opening up the Far West. 

c. Influence of increased transportation facilities in widen- 

ing markets and enlarging production. 

5. The great advance in agricultural and industrial interests. 

6. Financial situation : 

a. Panic of 1873. 

b. Resumption of specie payments. 

c. Free Silver Movement. 

Text: James & Sanford, 415-459. 

Map and Outline : McKinley, Illustrated Topics, U 35 ; on 
accompanying map show the chief transcontinental lines, and the 
main areas of settlement in the Far West by 1880. Or else use 
McKinley, Desk Outline Map No. 175. 

References— Bassett, 594-706; Bogart, 306-326, 348-361, 388- 
397 and 407-423; Coman, 288-307; Carver, 92-108; Drake, Great 
West, 140-142 and 315-320; Haworth, 7-101; Moore, 339-342 and 
468-473 ; Robinson, Commercial Geography, 170-195 ; Semple, 319- 
336 and 391-396 ; Sparks, 366-375 and 429-438. 

Source-Book: Caldwell & Persinger, 465-484; Hart, 336-363; 
Indiana Readings, 439-444; James, 489-513. 

II. Political Changes and Industrial Expansion, 1880-1890. 

Topics — 

1. Political situation, the "Solid South." 

2. Civil Service Reform. 

3. The Interstate Commerce Commission. 

4. Tariff policy : a, question of protection ; b, political aspect. 

5. Pan-American movement. 

6. Anti-trust legislation. 

7. Indian policy. 

8. Improved transportation facilities in South and West. 

Text: James & Sanford, 460-476. 
Outline: McKinley, Illustrated Topics, U 36. 
References— Bassett, 707-727; Bogart, 397-400; Coman, 313- 
316 ; Haworth, 101-135. 

Source-Book : Hart, 363-372 ; James, 514-526. 



213 

III. Industrial and Political Problems, 1890-1897. 

Topics — 

1. The rise of the Populist party. 

2. The Free Silver Movement at its height. 

3. Annexation of Hawaii. 

4. The Venezuelan question. 

5. International arbitration. 

6. Protective tariff policy. 

7. Woman's Educational and' Economic Advance. 

8. General Educational Advance. 

9. Industrial advance, especially important inventions. 

10. General agricultural advance, accenting progress in scien- 
tific and diversified farming. 

Text : James & Sanford, 477-496. 

References— Bassett, 727-730 and 746-781; Coman, 316-322; 
Moore, 380-382; Haworth, 135-174. 

IV. Imperialism, 1898-1914. 

Upon this and the following section much emphasis should be 
placed. Such a treatment would bring the development of the 
American nation down to the present day, and also would serve to 
give an understanding of national problems. 

Topics — 

1. Spanish- American War, from the standpoint of cause and 

effect. 

2. Territories annexed as a result of the Spanish-American 

War. 

3. Colonial policy, especially in the Phillipines. 

4. The Panama Canal. 

5. The Monroe Doctrine as applied at present; and our 
general foreign policy. 

Text: James & Sanford, 497-516. 

Map and Outlines : McKinley, Illustrated Topics, U 38 ; and 
U 39, No. 8 ; On McKinley Desk Outline Map, No. 100, show the 
United States with all outlying territories, including the Panama 
Canal strip. 

References— Bassett, 782-828; Haworth, 174-194 and 219-223; 
Robinson, Commercial Geography, 210-242; Semple, 397-435; 
Sparks, 439-452. 

Source-Book: Hart, 373-392; James, 526-532. 



214 

V. Internal Growth and Present Economic Problems, 

1898-1914. 

In discussing the varied economic problems of the present, con- 
sider them from the historical and practical, rather than from the 
economic and theoretical standpoint. The latter should be taken 
up in the Civics course. 

Topics — 

1. The industrial rise of the South. 

2. The wiping out of sectional differences between North and 
South. 

3. Government aid to agricultural education. 

4. Recent advances in agriculture. 

5. Development of Alaska. 

6. National conservation; especially of forests and water 
power; also public mineral lands. 

7. Immigration and Labor Problems. 

8. Control of trusts. 

9. Control of Railways and the Interstate Commerce (Join- 
mission. 

10. Tariff policy. 

1 1 . Development of a merchant marine. 

12. National defense. 

13. Recent banking legislation. 
Text: James & Sanford, 516-526. 

Outline: McKinley, Illustrated Topics, U 39, Nos. 1-7 and 
9-13. 

References— Basse'tt, 829-852; Bogart, 327-347, 362-384, 397- 
401 and 424-539; Coman, 307-312, 322-335 and 341-413; Carver, 
108-116; Haworth, 195-219 and 223-245; Moore, 272-298, 317-324, 
328-339, 342-348, 368-389, 428-438 and 473-491; Robinson, Com- 
mercial Geography, 196-209; Semple, 337-366; Sparks, 419-428; 
Brigham, 193-199 and 310-355. 

Source Book: Indiana Readings, 444-450; James 533-581. 



215 

ADDRESSES OF PUBLISHERS OF REFERENCES FOR 
CIVICS AND AMERICAN HISTORY. 

Ainsworth & Co., 378-388 Wabash Ave., Chicago. 

1). Appleton & Co., 533 S. Wabash Ave., Chicago. 

American Book Co., 1104 S. Wabash Ave., Chicago. 

The Century Co., Union Square, New York. 

Ginn & Co., 2301-2311 Prairie Ave., Chicago. 

Harper & Bros., Franklin Square, New York. 

D. C. Heath & Co., 623 S. Wabash Ave., Chicago. 

Henry Holt & Co., 34 W. 33d St., New York. 

Houghton-Mifflin Co., 623 S Wabash Ave., Chicago. 

Longmans, Green & Co., 443-449 4th Ave., New York. 

The Macmillan Co., 66 Fifth Ave., New York. 

McKinley Publishing Co., Philadelphia. 

A. J. Nystrom & Co., 623 S. Wabash Ave., Chicago. 

Old South Association, Old South Meeting House, Washington 
St., Boston. 

Oxford University Press, 35 W. Thirty-second St., New York. 

Press Publishing Co., Pulitzer Building, New York. 

Rand-McNally & Co., Rand-McNally Building, Chicago. 

Scott, Foresman & Co., 623 S. Wabash Ave., Chicago. 

Chas. Scribner's Sons, 597 Fifth Ave., New York. 

Sturgis & Walton, 31-33 E. Twenty-seventh St., New York. 

Underwood & Underwood, 12-14 W. Thirty-seventh St., New 
York. 

University Bookstore, Bloomington, Ind. 

University of Chicago Press, Chicago. 

H. W. Wilson Co., White Plains, N. Y. 

PERIODICALS AND NEWSPAPERS. 

Chicago Tribune, Chicago. 

The Independent, 119 W. Fortieth St., New York. 

Indianapolis News, News Building, Indianapolis. 

Literary Digest, Funk & Wagnalls, 354-360 Fourth Ave., New 
York. 

New York Times, Times Square, N. Y. 

Outlook, The Outlook Co., 287 Fourth Ave., New York. 

Review of Reviews, Review of Reviews Co., 30 Irving Place, 
New York. 

World's Work, Doubleday, Page & Co., 11-13 W. Thirty-second 
St., New York. 



216 

AGRICULTURAL REFERENCE BOOKS. 

For Seventh and Eighth Grades and High Schools. 

SOILS. 

Soil and Soil Fertility, Whitson and Walster. Webb Pub- 
lishing Co., St. Paul, Minn $1 25 

First Principles of Soil Fertility, Vivian. Orange Judd 

Co., New York 1 00 

Fertilizers and Crops, VanSlyke. Orange Judd Co 2 50 

Farm Manures, Thorne. Orange Judd Co 1 50 

Land Drainage, King. Macmillan 1 50 

Purdue Publications — 

Extension Bulletin No. 31. (Available in quantities for class 
use.) 

CROPS. 

Field Crops, Wilson and Warburton. Webb Publishing 

Co., St. Paul, Minn $1 50 

Field Crop Production, Livingston. Macmillan Co., Chicago 1 40 

Corn Crops, Montgomery. Macmillan 1 60 

New Creations in Plant Life, Harwood. Macmillan 175 

Forage Crops and Their Culture, Piper. Macmillan 1 75 

Cereal Crops, Carleton. Macmillan. 
U. S. Dept. of Agriculture, Farmers' Bulletin No. 640. 
Purdue Extension Bulletin No. 30. (Available in quantities for 
class use.) 

ANIMAL HUSBANDRY. 

Diseases of Animals, Mayo. Macmillan Co $1 50 

Sheep Farming, Craig. Macmillan 1 50 

Animal Husbandry, for Schools, Harper. Macmillan 1 40 

Beginnings in Animal Husbandry, Plumb. Webb Publish- 
ing Co 

Types and Breeds of Livestock, Plumb. Ginn & Co 2 50 

Feeds and Feeding, Henry. W. A. Henry, Madison, Wis. . . 2 25 
U. S. Dept. of Agr., B. A. S., Bulletin No. 37, Market Classes 

of Horses. 
U. S. Dept. of Agr., F. B. No. 170, Principles of Horse 
Feeding. 



217 

DAIRYING. 

A. "The Business of Dairying," Lane. Orange Judd Co., 

New York $1 25 

B. "Principle and Practice of Buttermaking, " McKay & 

Larson. John "Wiley & Sons, New York 1 50 

C. "Dairy Cattle and Milk Production," Eckles. Macmil- 

lan Co., Chicago 1 60 

D. "Feeds and Feeding," Henry. W. A. Henry, Madison, 

Wis 2 25 

E. "Types and Breeds of Farm Animals," Plumb. Ginn & 

Company, Chicago 2 00 

F. "Breeding Farm Animals," Marshall. Sanders Pub. 

Co., Chicago 1 50 

G. " Diseases of Animals, " Mayo. Macmillan Co., Chicago 1 50 
H. "Dairy Farming," Michels. John Michels, Raleigh, 

N. C •• ... 1 00 

I. "Milk and Dairy Products," Barthel. Macmillan Com- 
pany, Chicago 1 90 

J. "Milk and Its Products," Wing. Macmillan Company, 

Chicago 1 50 

K. "Testing Milk," Farrington & Woll. Mendota Book • 

Co., Madison, Wis 1 25 

L. "Market Dairying and Milk Products," Michels. John 

Michels, Raleigh, N. C 1 50 

M. "Production and Handling of Clean Milk," Winston. 

W. R. Jenkins Co., New York 3 25 

POULTRY. 

Purdue Extension Bulletin No. 10. 

Purdue Extension Bulletin No. 40. 

Report of Bureau of Statistics, State House, Indianapolis. 

U. S. Dept, of Agr., Farmers Bulletin No. 642. 

U. S. Dept. of Agr., Dept. of Chem., Cir. No. 61, Washington, D. C. 

U. S. Dept. of Agr., Farmers Bulletin No. 530, Washington, D. C. 

Poultry Production, by Lippincott. Lea and Febiger, Philadelphia. 

Productive Poultry Husbandry, by H. R. Lewis. J. B. Lip- 
pincott Company, Philadelphia $2 00 

Principles and Practice of Poultry 'Culture, by John H. Rob- 
inson. Ginn & Company, Chicago 2 50 

American Standard of Perfection. Reliable Poultry Pub- 
lishing Company, Quincy, 111 2 00 

U. S. Dept. of Agr., Farmers Bulletin Nos. 141, 517, 160, 
585, 630. 



218 

HORTICULTURE. 

Publications op the United States Department op Agriculture. 

Most of these publications, including all ' ' Farmers Bulletins, ' ' 
may be obtained free of charge, by making application through a 
congressman or United States Senator. For some of the publica- 
tions of the various Bureaus a small price is charged, usually be- 
tween five and fifteen cents. To purchase federal publications re- 
mittance should be made to the Superintendent of Documents, 
Government Printing Office, Washington, D. C. 

Farmers Bulletins — 

Title. Number. 

Asparagus Culture Bulletin 61 

Beans Bulletin 289 

Cabbage . Bulletin 433 

Cucumbers Bulletin 254 

Potato Culture Bulletin 35 

Tomatoes Bulletin 220 

Celery Bulletin 282 

Diseases of Cabbage and related Crops Bulletin 488 

The Liming of Soils Bulletin 77 

Frames as a Factor in Truck Growing Bulletin 460 

Use of Windmills in Irrigation Bulletin 394 

Marketing Farm Products Bulletin 62 

Canning Vegetables in the Home Bulletin 359 

Canning Tomatoes at Home and in Clubs Bulletin 521 

Bureau of Entomology — 

Title. Number. 

Striped Cucumber Beetle Circular 31 

Common Squash Bug Circular 39 

Root Maggots and How to Control Them Circular 63 

Colorado Potato Beetle Circular 87 

Year Book Separates — 

Title. Number. 
Insects Injurious to Onions 594 — 1912 

Year Books — 

Title. Year. 
A Successful Method of Marketing Vegetable Products 1912 



219 

Publications of the United States Department of Commerce 

and Labor. 

To secure these publications address either a congressman or 
United States Senator or the Superintendent of Documents, Gov- 
ernment Printing Office, Washington, D. C. 

Bureau of the Census. 

Abstract of the 13th Census 1910, with Supplement for Indiana. 

The prices given below are the list prices. Many publishers 

make discounts of varying amounts from list price for school 
libraries. 

Asparagus, Hexamer. Orange Judd Co $0 50 

Bean Culture, Sevay. Orange Judd Co 50 

Cabbages, Cauliflowers, etc., Allen. Orange Judd Co 50 

Cyclopedia of American Horticulture, Bailey. Macmillan 

Company 20 00 

Fertilizers and Crops, VanSlyke. Orange Judd Co 2 50 

Garden Farming, Corbett. Ginn & Co 2 00 

How Crops Feed, Johnson. Webb Pub. Co 1 50 

Insects Injurious to Vegetables, Chitenden. Orange Judd 

Company I 50 

Insect Pests of Farm, Orchard and Garden, Sanderson. 

Wiley & Sons 3 00 

Melon Culture, Troop. Orange Judd Co 50 

New Rhubarb Culture, Morse. Orange Judd Co 50 

Principles of Vegetable Gardening, Bailey. Macmillan Co. 1 50 
Success in Market Gardening, Rawson. Doubleday, Page 

Company 1 10 

Tomato Culture, Tracy. Orange Judd Co 50 

Vegetable Gardening, Watts. Orange Judd Co 1 75 

Vegetable Gardening, Green. Webb Pub. Co 1 00 

Diseases of Economic Plants, Stevens and Hall. Macmillan 

Co., Chicago 2 00 

Injurious Insects, O'Kane. Macmillan Co., Chicago, 111. . . 2 00 

The Principles of Fruit Growing, Bailey. Macmillan .... 1 50 

Bush Fruit, Card. Macmillan 1 50 

Productive Orcharding, Sears. Lippincott Pub. Co., Chi- 
cago, 111 1 50 

Pruning Book, Bailey. Macmillan 1 50 

Purdue Bulletin, Vegetable Gardening, No. 171. 



220 

FARM MECHANICS. 

Agricultural Engineering, Davidson. Webb Pub. Co. 

U. S. Dept. of Agr., Farmers' Bulletin No. 638. 

Wisconsin Bulletin, "Knotting and Splicing," by Hasluck. David 

McKay, Publisher, Philadelphia. 
Farm Machinery and Farm Motors, by Davidson and Chase. 

Webb Pub. Co. 

LISTS OF APPARATUS. 
Apparatus and Material for High Schools — Soils. 
Common Use — 

1 . Torsion balance $25 00 

2. Soil sieve— 12 mesh— 18" D 75 

3. Drying oven, galvanized 5 00 

4. Miscellaneous chemicals 2 00 

For each student — 

5. Tripod lens 50 

6. Glass tumblers (6) 30 

7. Glass funnels 4" mouth (4) 40 

8. Large spoon 10 

9. Tin pans 2 qt., (2) 30 

10. Galvanized troughs 8" x 1" (8) 80 

11. Tin cans— 1 qt., (18) 40 

12. 2" D. glass tubes, 15" long (6) 1 50 

13. Beer bottles, 1 qt., for percolation (6) 15 

14. Rack for holding apparatus, material 1 00 

15. Muslin, 1 yard 07 

Apparatus and Equipment for Seventh and Eighth Grades — Soils. 

Needed for each student except balance. 

1. Tripod lens $0 50 . 

2. Spring balance 50 or 

3. Torsion balance 25 00 

4. Tin cans (1 qt. tomato) 1 doz 20 

5. Litmus (blue) 1 box 25 

6. Glass tumblers (4) 20 

7. Tin pans (1 qt.) (4) 20 

8. Tin pans (2 qt.) (4) 60 

9. Lamp chimneys (8) 80 or 

12" glass tube 2" D. (8) 2 00 

10. Erlenmeyer flasks 500 cc. (2) 30 

11. Flower pots or straight-sided 1 gal. jars (2) 40 



221 

Apparatus for High School Crops. 

1. Tape line (press button) $0 10 

2. Foot rule 05 

3. Tripod lens 50 

4. Torsion balance 25 00 

5. Metric scale 25 

6. Testing bucket 15 00 

7. Dinner plates for seed testing 2 sizes — 4 for each student 20 

8. Muslin, 1 yard per student 07 

9. Grains, etc., according to students 

Note : It is possible to do without the torsion balance and test- 
ing bucket. 

Students should furnish their own tape line, rule, lens and 
metric scale. 



Apparatus for Seventh and Eighth Grade Crops. 

Tape line (press buttons) $0 10 

Rule (1) foot 05 

Weed Seed collection (Purdue) 25 

Metric scale 25 

Tripod 50 

Testing box 25 

Bottles, widemouthed, 16 oz. 6 'M) 

Seed samples 



Equipment for Work in Horticulture. 

Pruning Tools. 

Saws — 

E. C. Atkins — -Indianapolis: 

No. 4—6 teeth to inch. 
Henry Desston & Sons — Philadelphia: 

D 26-24"— 6 teeth to inch. 

No. 7^ Sears— type— 24"— 6 teeth to inch. 

York State Pruner — 6 teeth to inch. 

Hand Shears — 

Henry Dreer Company — Philadelphia : 
Perfection shears — 9". 
Topping Shears — 

Carroll Tiffany — Franklin Forks, Pa.: 
All steel shear. 
Pole Shear — 

Common telegraph pruner — any hardware store. 



222 

Spray Outfit. 

Good barrel pump, such as: 

Morrill & Mirley, Benton Harbor, Mich. : 

Eclipse No. 6. 
Deming Pump Co., Salem, Ohio : 

Sampson. 
Gould Pump Co., Chicago: 

Pomona. 

1 — 10 foot bamboo extension rod — fitted with leaklers cut-off 

1 lead — 50 feet by ^-inch high pressure hose — long shank couplings. 

Hardie Mfg. Co. — Hudson, Mich. 

Hayes Pump Co. — Calva, 111. 

Nozzles — either — 

Niagara Anglid Aluminum. 
Scientific Niagara Sprayer Co., Middleport, N. Y. : 
Friend Mfg. Co., Casport, N. Y. 
"Friend" Anglid Nozzle. 

Equipment for Dairying in the Grades and in High School. 

I. Demonstration showing the composition of one gallon of 
milk. 

a. 1-1 gallon bottle for milk. 

b. 1-gallon bottle for water. 

c. 1 bottle containing 5.5 ounces of butterfat. 

d. 1 bottle containing 6.6 ounces of milk sugar. 

e. 1 bottle containing .69 ounces of albumen. 

f. 1 bottle containing 4.1 ounces of casein. 

g. 1 bottle containing .96 ounces of ash. 

II. Map of Europe to be used in locating the native home of 
the various breeds of cattle. 

III. One-half dozen 1-quart Mason fruit jars to be used in 

demonstrating the ensiling of crops. 

IV. Two dozen 1-pint Mason fruit jars to be used in displaying 

feed samples. 

V. One standard cream cooling outfit. 
VI. One hooded milking pail. 



223 

VII. One Babcock Testing outfit consisting of: 

a. One Babcock tester, 4 to 8 bottles. 

b. One dozen 8% milk bottles. 

c. 3 — 16.6 c.c. pipettes. 

d. 2 — 16.5 c.c. acid measures. 

e. 1 pair dividers. 

f. Concentrated sulphuric acid. 

g. 1 dozen cream test bottles, 50%, short neck, 
h. 1 pair cream scales sensitive to 1/10 grams. 

VIII. Three 1-pint glass stoppered milk sample bottles. 

IX. 1 — 30 pound milk scales. 

X. Information in regard to type of equipment, method of 
construction, materials for charts, bulletins, photographs, 
etc., may be obtained through the Dairy Department, 
Purdue University. 

Manufacturers and Distributers of Agricultural Apparatus. 

Central Scientific Company, Chicago. 
Columbia School Supply Co., Indianapolis. 
Kiger & Company, Indianapolis. 
Industrial Education Company, Indianapolis. 



